Foreign Language and Mother Tongue (Paperback)
by Istvan Kecskes (Author), Tnde Papp (Author), Tunde Papp (Author) "This book is about the effect of foreign language (FL) learning on the development of mother tongue skills..." (more)
Editorial Reviews
Review
...this volume describes in a very direct, challenging, and suggestive way the needs, and also the possibilities, of multilingualism, and offers illuminating practical ideas to tread the difficult path of L2 teaching....experiment connoisseurs will be delighted to consider a lot or background empirical evidence that accompanies the theories described in this volume. Kecskes and Papp help bridge the not easily reconcilable gap of psycholinguistic and pragmatic research.
—Journal of Pragmatics
This well-written book draws on and contributes to the fields of psycholinguistics, theoretical linguistics, sociolinguistics, cognitive linguistics, bilingualism, and first and second language acquisition and would be of interest to those practicing in these disciplines. It provides much inspiration for future research within this particular theoretical framework. Kecskes and Papp's own research narrowly focused on the effects of L2 acquisition on L1 writing by learners in one particular age range in one particular lanuage-learning context, but the theory itself could and should be tested on other learners in different age groups and language-learning contexts with respect to other skills.
—SSLA
Foreign Language and Mother Tongue is a well-balanced book. It provides a strong theoretical framework for a relatively new research field in FLL....this is an interesting book for educators and researchers. It suggests new and serious issues about FL and SL teaching and learning. The issues that book raises should be taken into account in implementing FL programmes.
—TESL-EJ
Important discoveries are often made in obvious places. In this book, Kecskes and Papp explore familiar territory--the relationship between first- and second-language acquisition--in the non-traditional direction, presenting convincing research on the very important aspect of dynamic multilingual development that flows between two or more languages through the Common Underlying Conceptual Base. They do this by supplementing conventional lexico-syntactic approaches with their own cognitive-pragmatic perspective, which demonstrates how language transfer contains not only forms and structures, but also functions and knowledge.
It takes exceptional objectivity and broad based knowledge to bring together the best aspects of divergent theories and mold them into a coherent new approach. Kecskes and Papp do exactly this, incorporating ideas from Humboldt, Vygotsky, Wierzbicka, G. Lakoff, Cummins, Kroll, Cook, Grosjean, Selinker, Gass, and many others, then adding their own considerable insights from pragmatics to produce a valuable unified contribution to applied linguistics and language learning.
It has often been said that the best way to understand one's own language is to learn a second one. The research of Kecskes and Papp shows how this might work, and in doing so, they open the door to important educational opportunities. For example, in countries such as America, where interest in foreign language learning and teaching has tragically ebbed, this book offers new and important ideas about the usefulness of second language learning to the native language itself. This might be just the motivation that will rekindle interest in second language learning in the schools.
—Dr. Roger W. Shuy
Georgetown University, Emeritus
The relationships between language and thought, between bilingualism and cognition, and between one's first and second language have long been a focus of attention in the fields of linguistics, bilingualism, and second language acquisition. Prior research, however, has dealt mainly with the influence of one's first language background on the learning and use of subsequent languages. Istvan Kecskes and Tünde Papp have changed that, giving a completely new spin to the old story with their innovative study demonstrating the positive consequences of learning a foreign or second language on first language use. This book provides evidence supporting the theory of multicompetence, which posits that the first language knowledge of multilingual individuals differs from that of monolinguals. Moreover, it demonstrates that first language competence and language learning strategies are affected by either acquiring a second language in a naturalistic environment or learning it in the classroom as a foreign language. This is a highly original and very impressive book that should be of great interest to readers in a wide range of disciplines, particularly linguists, psychologists, SLA researchers and language educators. Its comprehensiveness and clarity also make it a great read for anyone who ever wondered what can be gained from learning a foreign language.
—Dr. Aneta Pavlenko
Temple University
...this volume describes in a very direct, challenging, and suggestive way the needs, and also the possibilities, of multilingualism, and offers illuminating practical ideas to tread the difficult path of L2 teaching....experiment connoisseurs will be delighted to consider a lot or background empirical evidence that accompanies the theories described in this volume. Kecskes and Papp help bridge the not easily reconcilable gap of psycholinguistic and pragmatic research.
—Journal of Pragmatics
This well-written book draws on and contributes to the fields of psycholinguistics, theoretical linguistics, sociolinguistics, cognitive linguistics, bilingualism, and first and second language acquisition and would be of interest to those practicing in these disciplines. It provides much inspiration for future research within this particular theoretical framework. Kecskes and Papps own research narrowly focused on the effects of L2 acquisition on L1 writing by learners in one particular age range in one particular lanuage-learning context, but the theory itself could and should be tested on other learners in different age groups and language-learning contexts with respect to other skills.
—SSLA
Foreign Language and Mother Tongue is a well-balanced book. It provides a strong theoretical framework for a relatively new research field in FLL....this is an interesting book for educators and researchers. It suggests new and serious issues about FL and SL teaching and learning. The issues that book raises should be taken into account in implementing FL programmes.
—TESL-EJ
Important discoveries are often made in obvious places. In this book, Kecskes and Papp explore familiar territory--the relationship between first- and second-language acquisition--in the non-traditional direction, presenting convincing research on the very important aspect of dynamic multilingual development that flows between two or more languages through the Common Underlying Conceptual Base. They do this by supplementing conventional lexico-syntactic approaches with their own cognitive-pragmatic perspective, which demonstrates how language transfer contains not only forms and structures, but also functions and knowledge.
It has often been said that the best way to understand ones own language is to learn a second one. The research of Kecskes and Papp shows how this might work, and in doing so, they open the door to important educational opportunities. For example, in countries such as America, where interest in foreign language learning and teaching has tragically ebbed, this book offers new and important ideas about the usefulness of second language learning to the native language itself. This might be just the motivation that will rekindle interest in second language learning in the schools.
—Dr. Roger W. Shuy
Georgetown University, Emeritus
The relationships between language and thought, between bilingualism and cognition, and between ones first and second language have long been a focus of attention in the fields of linguistics, bilingualism, and second language acquisition. Prior research, however, has dealt mainly with the influence of ones first language background on the learning and use of subsequent languages. Istvan Kecskes and Tünde Papp have changed that, giving a completely new spin to the old story with their innovative study demonstrating the positive consequences of learning a foreign or second language on first language use. This book provides evidence supporting the theory of multicompetence, which posits that the first language knowledge of multilingual individuals differs from that of monolinguals. Moreover, it demonstrates that first language competence and language learning strategies are affected by either acquiring a second language in a naturalistic environment or learning it in the classroom as a foreign language. This is a highly original and very impressive book that should be of great interest to readers in a wide range of disciplines, particularly linguists, psychologists, SLA researchers and language educators. Its comprehensiveness and clarity also make it a great read for anyone who ever wondered what can be gained from learning a foreign language.
—Dr. Aneta Pavlenko
Temple University
It takes exceptional objectivity and broad based knowledge to bring together the best aspects of divergent theories and mold them into a coherent new approach. Kecskes and Papp do exactly this, incorporating ideas from Humboldt, Vygotsky, Wierzbicka, G. Lakoff, Cummins, Kroll, Cook, Grosjean, Selinker, Gass, and many others, then adding their own considerable insights from pragmatics to produce a valuable unified contribution to applied linguistics and language learning.
Product Description
This is the first book that discusses the effect of foreign language learning on first language processing. The authors argue that multilingual development is a dynamic and cumulative process characterized by transfer of different nature, and results in a common underlying conceptual base with two or more language channels that constantly interact with each other.
Language representation and processing are discussed from a cognitive-pragmatic rather than a lexical-syntactic perspective. This required the review of several crucial issues of L2 acquisition, such as transfer, vocabulary development, conceptual fluency, and pragmatic skills. The authors also reviewed a large body of literature touching on cognitive psychology, linguistics, psycholinguistics, SLA, philosophy, and education in order to explain multilingual development and the positive effect of foreign language learning on the first language.
An important read for linguists and language educators alike, this volume:
* attempts to explain multilingual development from a cognitive-pragmatic perspective,
* argues that foreign language learning has a positive effect on the development and use of mother tongue skills,
* relies on research findings of several different disciplines,
* builds on the results of quantitative research conducted by the authors, and
touches on a wide range of literature.
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Product Details
Paperback: 168 pages
Publisher: Lawrence Erlbaum; 1 edition (June 1, 2000)
Language: English
ISBN-10: 0805827609
ISBN-13: 978-0805827606
On Second Language Writing (Paperback)
by Tony Silva (Editor), Paul Kei Matsuda (Editor)
Editorial Reviews
Review
This balanced collection provides discussions on both the affective and cognitive sides of L2 college writing....A valuable addition to education libraries and to those interested in second language programs and teaching.
—CHOICE
On Second Language Writing is a collection of 15 papers resulting from a small symposium held in the late 1990's at which well-known and respected scholars of L2 writing considered the state of their discipline at the end of the 20th century. The chapters, remarkably diverse in viewpoint, method, and style, address L2 writing teachers and students, theory and research, instruction, assessment, politics, and articulation of issues between L2 writing and other fields of study and standards...Though some chapters will naturally appeal to some readers more than others, the collection is important in synthesizing the state of the art of L2 writing as it now stands.
—TESOL Quarterly
...a major contribution to the emerging field of L2 writing, and will be of interest to anyone who teaches writing, particularly at the college level, to the multicultural, multilingual students who make up such a large proportion of students today, particularly in the United States...I would like to note a laudable and distinctive characteristic of this book: throughout the volume there is a clearly manifested and consistent focus on the people who are the reason for all this scholarship: L2 writing students themselves. I believe that this concern with the multifaceted reality and needs and lives of actual students is a defining characteristic of L2 writing research and instruction, so it is appropriate and encouraging to see this characteristic concern displayed so clearly in the book On Second Language Writing. Tony Silva and Paul Kei Matsuda are to be commended for editing this fine contribution to second language writing scholarship.
—Composition Studies
In their edited collection, On Second Language Writing, Tony Silva and Paul Kei Matsuda bring together articles that illustrate the diversity of issues important to the field...it is a valuable resource for classroom instructors, administrators, and/or researchers in this field. As demonstrated above, the chapters contain information that is pertinent to all of these groups and it is my opinion that it would be a valuable addition to the library of anyone involved in L2 writing.
—The Reading Matrix
This book would be useful for English as a second language (ESL) specialists in education and speech-language pathology professionals working with ESL students. This work provided beneficial information on assessment, instruction, research, and collaborative efforts needed in the field. The book was both anecdotaland formal, which contributed to the ease in reading the 15 chapters, each written by a different contributor. Although there is an exhaustive number of publications on this issue, this collection finds internatinally recognized experts together addressing issues in the field. Finally, a source to acknowledge the wide variety of needs found in the area of second-language writing and its instruction.
—American Speech-Language-Hearing Association
This collection of 15 widely varied papers covers vast ground, impressively accomplishing the editors' goal of taking stock of the body of work on L2 writing at the end of the millennium....It provides a good sense of where the field has been and where it is going, delineates key issues, raises a host of questions to guide further inquiry, and prompts critical reflection on basic issues in L2 writing research and pedagogy. It will be of great value and lasting significance to researchers, theorists, andteachers in many fields, including L1 and L2 composition, SLA, and the teaching of English to speakers of other languages.
—The Modern Language Journal
The fields of ESL Writing and Composition have drifted apart in recent years. Disjunctions have arisen about the roles and types of research and theory, about the uses of textual analysis, about 'resistance' in institutional practices, and about critical pedagogy....This collection should do much to undo this regrettable polarity. Here we find 15 leading scholars and practitioners addressing such issues as an appropriate theory of writing, gender in ESL, critical pragmatism, assessment and fairness, instructor response, and EAP curriculum reform--and in a wide-ranging mix of modes and styles. Editors Tony Silva and Paul Matsuda are to be congratulated for assembling these boundary-crossing perspectives at the beginning of what will undoubtedly be a multicultural century.
—John M. Swales
University of Michigan
If the field of second language writing can be thought of as a territory, then Silva and Matsuda's volume is far and away the best and most current map available. Equally important, this volume indicates just how vast a territory it is, and many of the most exciting things that are currently going on within its boundaries. Student advocacy, second language acquisition, text-based research methods, testing, curricular standards, critical pedagogy, EAP, relationships with L1 composition, the place of politics and gender, responding, and theory construction--all are covered in this volume. The combined result is a varied and colorful landscape, attesting to the current vitality and richness of the field.
—Dwight Atkinson
University of Alabama
Product Description
On Second Language Writing brings together internationally recognized scholars in a collection of original articles that, collectively, delineate and explore central issues with regard to theory, research, instruction, assessment, politics, articulation with other disciplines, and standards. In recent years, there has been a dramatic growth of interest in second-language writing and writing instruction in many parts of the world. Although an increasing number of researchers and teachers in both second-language studies and composition studies have come to identify themselves as specialists in second-language writing, research and teaching practices have been dispersed into several different disciplinary and institutional contexts because of the interdisciplinary nature of the field. This volume is the first to bring together prominent second-language writing specialists to systematically address basic issues in the field and to consider the state of the art at the end of the century (and the millennium).
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Product Details
Paperback: 264 pages
Publisher: Lawrence Erlbaum; 1 edition (2001)
Language: English
ISBN-10: 0805835164
ISBN-13: 978-0805835168
Product Dimensions: 8.9 x 6 x 0.7 inches
Second Language Students in Mainstream Classrooms: A Handbook for Teachers in International Schools (Parents' and Teachers' Guides, No. 2) (Hardcover)
by Coreen Sears (Author)
Product Details
Hardcover: 280 pages
Publisher: Multilingual Matters Limited (July 1998)
Language: English
ISBN-10: 1853594091
ISBN-13: 978-1853594090
Product Dimensions: 8.6 x 6.1 x 0.9 inches
The Power of Language/El poder de la palabra: Selected Papers from the Second REFORMA National Conference (Paperback)
by REFORMA (Author), Lillian Castillo-Speed (Editor) "The problem of identity in the Spanish-speaking territories of the Americas begins with a name, the need to set apart those nations that have a..." (more)
Editorial Reviews
Review
“The Power of Language is a must-read for those sincerely interested in broadening their knowlage base about "Equity of Acess," in particular for managers revisiting policies to make them more responsive to all the community's needs....Highly recommended.”–Black Caucus of the American Library Association
“As the most authoritative guide available for establishing or revising current library services, policies, and collection development guidelines, this is the one resource for those who need to know where to start....Recommended.”–Multicultural Review
“Highly recommended.”–American Reference Books Annual
Product Description
For the first time, an authoritative compendium of collective thought and experience has been created to form a powerful standard for Spanish-language-oriented library services. This selection of 20 papers is the one resource to turn to when it comes to establishing or revising your current library policies and collection development guidelines as well as creating an empowering vision for the future. An indispensable tool for librarians, library staff, faculty and students of library science, and everyone who has an obligation to provide quality library services to speakers of Spanish!
See all Editorial Reviews
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Product Details
Paperback: 225 pages
Publisher: Libraries Unlimited; Bilingual edition (October 15, 2001)
Language: English
ISBN-10: 1563089459
ISBN-13: 978-1563089459
Product Dimensions: 9.2 x 6.2 x 0.6 inches
Approaches to Second Language Acquisition (Paperback)
by Richard Towell (Author), Roger Hawkins (Author)
Editorial Reviews
Product Description
This book examines five central issues of second language acquisition: transfer, staged development, cross-learner systematicity, incompleteness and variability. It is argued that the first four of the five central issues receive a more satisfactory account than has been previously provided through an approach based on universal grammar. The fifth - variability - requires an account based on requirements of language use and language processing.
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Product Details
Paperback: 292 pages
Publisher: Multilingual Matters Limited (April 1994)
Language: English
ISBN-10: 185359234X
ISBN-13: 978-1853592348
Product Dimensions: 8.4 x 5.5 x 0.8 inches
Fluency and Accuracy: Toward Balance in Language Teaching and Learning (Multilingual Matters) (Hardcover)
by Hector Hammerly (Author)
Product Details
* Hardcover: 216 pages
* Publisher: Multilingual Matters (May 1991)
* Language: English
* ISBN-10: 1853591165
* ISBN-13: 978-1853591167
* Product Dimensions: 8.8 x 6.2 x 0.8 inches
* Shipping Weight: 14.4 ounces
Language, Culture and Cognition
作者：Lilliam M. Malavé-López, Georges Duquette,
Language, Culture and Cognition: A Collection of Studies in First and Second Language Acquisition
作者：Lilliam M. Malavé-López, Georges Duquette, Inc NetLibrary, NetLibrary, Inc
由Multilingual Matters出版, 1991
ISBN 058525978X, 9780585259789
321 页
New Perspectives on Grammar Teaching in Second Language Classrooms (ESL and Applied Linguistics Professional) (Volume in the Esl and Applied Linguistics Professional Series) (Paperback)
by Eli Hinkel (Editor), Sandra Fotos (Editor)
Editorial Reviews
Review
New Perspectives on Grammar Teaching in Second Language Classrooms is likely to prove valuable for courses on second language grammar pedagogy either as a foundation book or as extra reading, and is well worth reading for anyone, whether teacher or linguist, who is interested in English grammar.
—Linguist List
This exemplary volume examines the role of grammar teaching in English as a second or foreign language....A major strength of the collection is the balance between research and theory supporting the instructional choices of teachers. While highly recommended for ESL/EFL teachers, the collection is also appropriate for teachers of English language arts.
—CHOICE
New Perspectives on Grammar Teaching in Second Language Classrooms is a welcome addition to the ongoing discussion of how to best teach grammar in ESL/EFL contexts. The anthology is divided into three sections: the role of grammar in language teaching, specific practices in the grammar classroom and some current research on grammar structures. The authors, including such well-known lights in the field as Jack Richards, Sandra Fotos, Diane Larsen-Freeman, Peter Master, come from a range of perspectives and backgrounds, reinforcing the variety of teaching theory and practice in play today.
—TESL-EJ
New Perspectives on Grammar Teaching in Second Language Classrooms is intended for advanced undergraduate and masters levels students in L2 pedagogy courses....The strength of this book stems from the variety of issues that the authors treat as they pertain to the nature of grammar and grammar instruction. Grouping all these issues and perspectives together in a single volume makes this a practical book to use in courses that examine grammar and the nature of explicit instruction. Instructors and instructors-in-training in particular will appreciate the pedagogical implications and teaching suggestions provided at the end of each chapter.
—Language Awareness
The articles in this collection offer a wide variety of approaches to teaching grammar within a context of different methodologies and curricular imperatives....the reminder that grammar is more than a system of right and wrong answers is enriching for instructors at any level....every entry in New Perspectives on Grammar Teaching in Second Language Classrooms is clearly written, extensively researched and, in its own terms, bold and innovative.
—The Modern Language Journal
The aim of the book is to balance theory with pedagogy so that grammar teaching can be made productive and effective in language classrooms. Familiarity with the variety of views and approaches provided in this book will allow readers to develop their own blend of theory and pedagogy.
—International Journal of Bilingual Education and Bilingualism
The contributions in this collection provide a useful resource for teachers, allowing them to reflect on theoretical issues, explicit grammar instruction and meaning-focused use of structures. Although written from different perspectives, what they have in common is a recognition of the value of an explicit focus on grammatical structures.
—Language Learning Journal
Product Description
New Perspectives on Grammar Teaching in Second Language Classrooms brings together various approaches to the contextualized teaching of grammar and communicative skills as integrated components of second language instruction. Its purpose is to show from both theoretical and practical perspectives that grammar teaching can be made productive and useful in ESL and EFL classrooms. In this text:
*First-rate scholars approach the teaching of grammar from multiple complementary perspectives, providing an original, comprehensive treatment of the topic.
*Discourse analysis and research data are used to address such pedagogical areas as grammatical and lexical development in speaking, listening, reading, and writing.
*The communicative perspective on ESL and EFL instruction that is presented provides ways for learners to enhance their production skills, whereas the meaning-based grammar instruction can supplement and strengthen current methodology with a communicative focus.
This volume is intended as a foundational text for second language grammar pedagogy courses at the advanced undergraduate and master's levels.
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Product Details
Paperback: 282 pages
Publisher: Lawrence Erlbaum; 1 edition (July 1, 2001)
Language: English
ISBN-10: 0805839550
ISBN-13: 978-0805839555
Product Dimensions: 9 x 6.4 x 0.7 inches
Second Language Acquisition and the Critical Period Hypothesis
作者：David Birdsong
In language learning, the rule of thumb is: the earlier the better. Children exposed to language from birth are uniformly successful in first language acquisition (L1A), whereas those deprived of contact with language during childhood are pathologically deficient. In second language acquisition (L2A), the difficulty of learning after puberty is routinely attested anecdotally and has been the subject of numerous scientific studies. It is widely believed that age effects in both are developmental in nature. Native levels of attainment in L1A and L2A are thought to be possible only if learning began before the closure of a "window of opportunity"--a critical or sensitive period.
Increasingly, this popular wisdom is being called into question. Triggering this reevaluation is evidence that some late-starting learners achieve native-like competence in a second language and evidence of age effects past the presumed closure of the window of opportunity for learning. As the debate takes shape, some of the most renowned researchers in the field are weighing in on the issue. Their thoughts and evidence are presented in this volume.
The chapters approach the Critical Period Hypothesis (CPH) from diverse perspectives and are evenly balanced in favor of and against the CPH-L2A. Each of the contributors brings authority and an international reputation to the question. As the papers encompass many domains of inquiry in L2A--syntax, morphology, phonetics/phonology, Universal Grammar, and neurofunctional factors in language--this volume should appeal to a wide audience of researchers and advanced students.
更多详细信息
Second Language Acquisition and the Critical Period Hypothesis
作者：David Birdsong
由Lawrence Erlbaum Associates出版, 1999
ISBN 0805830847, 9780805830842
191 页
Stimulated Recall Methodology in Second Language Research
作者：Susan M. Gass, Alison Mackey
The methodology of introspection, and especially of stimulated recall, is gaining increasing popularity in second language research. This book provides a "how-to" guide for researchers considering using this technique, contextualized within a history of the procedure and a discussion of its strengths and weaknesses. Topics covered in depth include:
-- research questions for which this methodology is (and is not) well-suited,
-- preparing for data collection,
-- transcribing, coding, and analyzin stimulated recall data, and
-- avoiding common pitfalls in the use of this methodology.
By way of demonstration, the authors walk readers, step by step, through several studies in different areas of second language education which have used this technique, including L2 writing, reading, oral interaction, and interlanguage pragmatics.
更多详细信息
Stimulated Recall Methodology in Second Language Research
作者：Susan M. Gass, Alison Mackey
由Lawrence Erlbaum Associates出版, 2000
ISBN 0805832246, 9780805832242
177 页
Asian Students' Classroom Communication Patterns in U.S. Universities: An Emic Perspective (Contemporary Studies in Second Language Learning) (Hardcover)
by Jun Liu (Author) "For many years, students have gone abroad in search of opportunities to advance their knowledge..." (more)
Key Phrases: oral classroom participation, classroom participation modes, classroom communication patterns, United States, The Biophysicist, The Nutritionist (more...)
Editorial Reviews
Product Description
The past decade has witnessed a steady increase in the numbers of Asian students in North American institutions of higher learning. While their academic success has been widely recognized, concerns about their silence in classrooms have also been expressed by educators. Following an overview of Asian students in North American higher education, this book presents a focused ethnographic study of twenty Asian graduate students enrolled in a major US university, exploring and describing Asian student's oral classroom participation modes across multiple factors. Four major classroom communication patterns--total integration, conditional interaction, marginal participation, and silent observation--are identified among the participants and discussed across sociocultural, affective, cognitive, linguistic, and pedagogical/environmental factors. Also discussed are the Asian concepts of face saving, politeness, and social identity in multiple discourse communities in light of Asian students' perceptions of and modes in classroom participation. The book concludes with a call for the development of cultural transformation competence, which encompasses social identity negotiation skills, and culture-sensitivity knowledge and mindful reflexivity in addition to communicative competence.
About the Author
JUN LIU is Assistant Professor in the English Department of the University of Arizona, Tucson.
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Product Details
Hardcover: 296 pages
Publisher: Ablex Publishing (October 30, 2001)
Language: English
ISBN-10: 1567506208
ISBN-13: 978-1567506204
Literacy and Bilingualism: A Handbook for ALLTeachers (Paperback)
by Maria Estela Brisk (Author), Margaret M. Harrington (Author)
Editorial Reviews
Product Description
This handbook applies proven techniques, derived from bilingual/bicultural classrooms, to teaching literacy in the twenty-first century. Its goal is to help teachers increase their understanding of bilingual learners in order to maximize instruction. Teachers can use this handbook to expand their understanding of literacy and bilingualism; implement literacy approaches and assess students’ development; and learn through reflection.
Practical, flexible format and content. Complete and straightforward instructions, illustrated by case studies, allow teachers to use the strategies in this handbook on their own or in teacher-led study groups. They can select from the variety of approaches the ones which best match their students’ needs and their own teaching style.
Student-centered focus. All of the approaches share characteristics that help motivate students of varying language abilities to develop literacy.
Field-tested approaches. The approaches have been modified and tested with bilingual students of different ages and language backgrounds in bilingual, ESL, mainstream, special education, and deaf education classes ranging from preschool through high school.
New in the Second Edition:
*five new approaches with their corresponding classroom implementation;
*additional information in each introduction addressing its theme;
*new material on issues of language, culture, and literacy development of students completely new to the English language; and
*annotated bibliographies with sample books to support literacy within language and content area classes.
Literacy and Bilingualism is intended for a broad audience of teachers in any type of classroom where bilingualism plays a role, and is an excellent text for preservice and inservice courses that prepare teachers to work with English language learners.
Book Description
The goal of this handbook, which applies proven techniques derived from bilingual/bicultural classrooms, is to help teachers increase their understanding of bilingual learners in order to maximize instruction. It is designed to help teachers expand their understanding of literacy and bilingualism; implement literacy approaches and assess students’ development; and learn through reflection.
Complete and straightforward instructions, illustrated by case studies, allow teachers to use the strategies in this handbook on their own or in teacher-led study groups. They can select from the variety of approaches the ones which best match their students’ needs and their own teaching style. All of the approaches share characteristics that help motivate students of varying language abilities to develop literacy. The approaches have been modified and tested with bilingual students of different ages and language backgrounds in bilingual, ESL, mainstream, special education, and deaf education classes ranging from preschool through high school.
Literacy and Bilingualism: A Handbook for ALL Teachers, Second Edition is intended for a broad audience of teachers in any type of classroom where bilingualism plays a role, and is an excellent text for preservice and inservice courses that prepare teachers to work with English language learners.
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Product Details
Paperback: 288 pages
Publisher: Lawrence Erlbaum Associates; 2 edition (August 29, 2006)
Language: English
ISBN-10: 0805855068
ISBN-13: 978-0805855067
Product Dimensions: 8.8 x 6 x 0.6
The Young Child's Memory for Words: Developing First and Second Language and Literacy (Paperback)
by Daniel R. Meier (Author)
Editorial Reviews
Product Description
Presents effective, research-based ways for preschool and kindergarten teachers to strengthen their children's first and second language and literacy learning. Pays particular attention to successful strategies for understanding and supporting the language and literacy learning of English language learners.
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Product Details
Paperback: 160 pages
Publisher: Teachers College Press (March 2004)
Language: English
ISBN-10: 0807744298
ISBN-13: 978-0807744291
Product Dimensions: 9.9 x 7 x 0.4 inches
Third Language Learners: Pragmatic Production And Awareness (Second Language Acquisition) (Paperback)
by Maria Pilar Safont Jorda (Author)
Key Phrases: third language learners, third language acquisition, request realisations, Valencian Community, Direct Bilingual, Enriched Bilingualism (more...)
Editorial Reviews
Product Description
The book aims to provide a bridge between two applied linguistics subfields, namely those of interlanguage pragmatics and third language acquisition. It examines the production and identification of request acts formulas on the part of bilingual learners of English in the Valencian Community (Spain). Previous to the empirical study itself, we present an overview of the theoretical background and the sociolinguistic context where the experiment was conducted.
About the Author
Maria Pilar Safont Jorda is currently a researcher and teaching assistant at the Department of English Studies at the Universitat Jaume I in Castello (Spain). She has carried out various studies on the development of pragmatic competence by third language learners of English. Her research interests include interlanguage pragmatics and third language acquisition.
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Product Details
Paperback: 184 pages
Publisher: Multilingual Matters Limited (April 2005)
Language: English
ISBN-10: 185359802X
ISBN-13: 978-1853598029
Product Dimensions: 8.1 x 5.8 x 0.5 inches
Variation in Second Language Acquisition: Discourse and Pragmatics (Multilingual Matters, 49-50) (Paperback)
by Susan Gass (Editor)
Editorial Reviews
Product Description
These volumes present a number of solutions to the problems of studying variability in second language acquisition. The contributors combine insights from recent research in a number of fields - quantitative sociolinguistics, discourse analysis, pragmatics, psycholinguistics, language typology, social psychology, the sociology of language, ethnomethodology, pidgin-creole studies - which expose the richness of approaches represented in the volumes. A generalized view of second language acquisition, sensitive to both socio- and psycho-linguistic issues emerges, enabling the reader to see more directly the relevance of second language acquisition studies to the central questions of language.
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Product Details
Paperback: 300 pages
Publisher: Multilingual Matters Limited (January 1989)
Language: English
ISBN-10: 1853590258
ISBN-13: 978-1853590252
Product Dimensions: 8.2 x 5.8 x 0.5 inches
Dictionary of Phonetics and Phonology (Linguistics) (Paperback)
by R.L. Trask (Author)
Editorial Reviews
Review
"A new and welcome addition to this growing literature... a valuable aid to anyone interested in phonetics and phonology. I will certainly use it and will recommend it to my colleagues and students.." -- Language International - 8.4. 1996
A new and welcome addition to this growing literature... a valuable aid to anyone interested in phonetics and phonology. I will certainly use it and will recommend it to my colleagues and students..
–Language International, 8.4. 1996
Product Description
This dictionary of technical terms covers nearly 1600 terms and includes a full bibliography. Each word is provided with a pronunciation, a part-of-speech label, synonyms and antonyms, any standard abbreviation and one or more definitions with examples. For the more important terms, further reading will be suggested, and whenever possible, the source of the term will be identified.
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Product Details
Paperback: 440 pages
Publisher: Routledge; 1 edition (December 18, 1995)
Language: English
ISBN-10: 0415112613
ISBN-13: 978-0415112611
Modelling and Assessing Second Language Acquisition
Multilingual Matters (Series) ; 18
by Hyltenstam, Kenneth.
Publication: Clevedon, Avon Multilingual Matters, 1985.
Subject:
Language and languages--Study and teaching.
Second language acquisition.
Language: English
Product ID: 18895
eBook ISBN: 9780585175959
ISBN: 9780905028422
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From Inside the eBook
PART I been felt that this variation, as mentioned above, gives information about the changes that are taking place in the learner's interlanguage competence (e.g. Dickerson, 1975; Dickerson, 1976; Hyltenstam, 1977; Andersen, 1978; Tarone, 1982). In methodology and aims, these studies were strongly influenced by studies in sociolinguistics and dialectology (e.g. Labov, 1969; Trudgill, 1974), where, likewise, features of variation were used for gaining insights into the wider systematicity in the speech community. This insight could then be used for making conclusions about ongoing language changes (see also Weinreich et al., 1968 on this point).
Bilingualism and the Individual
Multilingual Matters (Series) ; 42
by Holmen, Anne.
Publication: Clevedon, Avon, England ; Philadelphia Multilingual Matters, 1988.
Subject:
Bilingualism--Congresses.
Language and languages--Variation--Congresses...
Second language acquisition--Congresses.
Literature and society--Congresses.
Language: English
Product ID: 16686
eBook ISBN: 9780585113531
ISBN: 9781853590153
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From Inside the eBook
Second Language Learners in the German Minority in Denmark Karen Margrethe Pedersen Institut for gr殳eregionsforskning, Aabenraa, Denmark. The children's second language acquisition is described at different age levels in kindergarten and school, and their attitude to their bilingualism is explained. The overall long-term aim of the longitudinal research project, 'The meeting between the Languages in the Danish-German Border Region', is to understand the role of the languages and their varieties in social and cultural processes in general, but also in educational processes. The main questions for the analysis are 'Why and how the children are socialised to become either monolingual, bilingual or multilingual speakers, and whether their...
Papers From the Fifth Nordic Conference On Bilingualism
Multilingual Matters (Series) ; 41
by Gimbel, J鴕gen.
Publication: Clevedon, Avon, England ; Philadelphia Multilingual Matters, 1988.
Subject:
Bilingualism--Congresses.
Education, Bilingual--Congresses.
Second language acquisition--Congresses.
Language and education--Congresses.
Language: English
Product ID: 17748
eBook ISBN: 9780585224800
ISBN: 9781853590146
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This volume is one of three publications of proceedings from the Fifth Nordic Conference on Bilingualism. They include the linguistic papers, dealing with either interactional analysis, linguistic structure, or variation. This volume also includes papers on group bilingualism, papers on pre-school children, and finally papers on classroom practice.
Multi Media Translation: Concepts, Practices, and Research (Benjamins Translation Library, V. 34) (Hardcover)
by Yves Gambier (Editor), Henrik Gottlieb (Editor)
Editorial Reviews
Product Description
This work considers the impact of technology on our command of (foreign) languages, and the effects that our (lack of) linguistic skills have on technology, even though modern communications technology implies mulitlingualism, yet at the same time paves the way for the development of a "lingua franca". The challenges are not only industrial, political, social administrative, judicial, ethical; they are also cultural and linguistic. This volume is a collection of essays and the edited results of some of the presentations and debates from two international forums on the subject. --This text refers to an out of print or unavailable edition of this title.
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Product Details
Hardcover: 298 pages
Publisher: John Benjamins Publishing Co (September 2001)
Language: English
ISBN-10: 1588110885
ISBN-13: 978-1588110886