Game Theory and Pragmatics (Palgrave Studies in Pragmatics, Languages and Cognition)
By Anton Benz, Gerhard J鋑er, Robert van Rooij
* Publisher:Palgrave Macmillan
* Number Of Pages:291
* Publication Date:2005-12-30
* ISBN-10 / ASIN:1403945721
* ISBN-13 / EAN:9781403945723
Product Description:
Language is one of the most precious gifts nature has bestowed upon us. It allows us to cooperate better with other individuals by enabling us to communicate useful and relevant information. What is it about language and our use of it that allows us to do so? It is the combination of stable linguistic rules and flexible reasoning. On the one hand, what we intend to communicate, - the meaning of the utterance - is to a large extent governed by shared rules that we all make use of. On the other hand, we often communicate more by the use of an expression than can be derived from these linguistic rules alone, and this depends on (features of) context and the assumption that speakers are rational cooperative language users. In this edited volume a number of leading scholars investigate which factors are favourable to the emergence and sustenance of linguistic rules, and how we use rationality principles to infer what is communicated in actual conversation. (Evolutionary) game theory provides the unified framework in which these issues are addressed and the Introduction to the volume provides the reader with enough background in game theory to follow the discussion. Rooted in Gricean tradition, this book concentrates on game- and decision-theoretic (GDT) approaches to the foundations of pragmatics. An introduction to GDT, an overview of GDT pragmatics research to date, its relation to semantics and to Gricean pragmatics are followed by contributions offering a high-level survey of current GDT pragmatics and the field of its applications, demonstrating that this approach provides a sound basis for synchronic and diachronic explanations of language use.
Contents:
An Introduction to Game Theory for Linguists; A.Benz, G.J鋑er & R.van Rooij
Saying and Meaning, Cheap Talk and Credibility; R.Stalnaker
Pragmatics and Games of Partial Information; P.Parikh
Game Theory and Communication; N.Allott
Different Faces of Risky Speech; R.van Rooij & M.Sevenster
Pragmatic Reasoning, Defaults and Discourse Structure; N.Asher & M.Williams
Utility and Relevance of Answers; A.Benz
Game Theoretic Grounding; K.de Jaegher
A Game Theoretic Approach to the Pragmatics of Debate: An Expository Note; J.Glazer & A.Rubinstein
On the Evolutionary Dynamics of Meaning-Word Associations; T.Lenaerts & B.de Vylder
Teaching Readers of English: Students, Texts, and Contexts
By John Hedgcock, Dana R. Ferris
* Publisher:Routledge
* Number Of Pages:436
* Publication Date:2009-03-23
* ISBN-10 / ASIN:0805863478
* ISBN-13 / EAN:9780805863475
Product Description:
A comprehensive manual for pre- and in-service ESL and EFL educators, this frontline text balances insights from current reading theory and research with highly practical, field-tested strategies for teaching and assessing L2 reading in secondary and post-secondary contexts. Teaching Readers of English:
Provides a through yet accessible survey of L2 reading theory and research
Addresses the unique cognitive and socioeducational challenges encountered by L2 readers
Covers the features of L2 texts that teachers of reading must understand
Acquaints readers with methods for designing reading courses, selecting curricular materials, and planning Instruction
Explores the essential role of systematic vocabulary development in teaching L2 literacy
Includes practical methods for assessing L2 students’ proficiency, achievement, and progress in the classroom
Pedagogical features in each chapter include Questions for Reflection, Further Reading and Resources, Reflection and Review questions, and Application Activities.
Summary: Comprehensive guide for new and experienced teachers
Rating: 5
This book was assigned reading in one of my graduate studies courses this semester. It is by far one of the best books I have encountered since beginning the MA TESOL program. It's very comprehensive and I am certain it will be an asset to me throughout my teaching career.
Purely Objective Reality (Semiotics, Communication and Cognition)
By John Deely
* Publisher:Mouton de Gruyter
* Number Of Pages:217
* Publication Date:2009-09-15
* ISBN-10 / ASIN:1934078077
* ISBN-13 / EAN:9781934078075
Product Description:
This volume solves the problem of the subjectivity/objectivity couplet, making an indispensable contribution both to semiotics and to philosophy. Foremost American philosopher, John Deely, offers the first sustained and theoretically consistent interrogation of the means by which human understanding of 'reality' will be instrumental in the survival - or destruction - of planet Earth.
Contents
Foreword to the Volume as a Whole vii
Part I: What Objective Reality Is and How It Is Possible
Terminological Prenote 3
Praeludium Primum, or The Key Dilemma 8
Preamble on Objectivity 9
Chapter 1. The Problem of Objectivity 14
Chapter 2. Root of the Semiotic Resolution of the Problem of
Objectivity 17
Chapter 3. Objectivity as a Branch on the Tree of Relations 38
Chapter 4. The First Appearance of Objectivity in Its Difference from
Things 54
Chapter 5. The Source in Subjectivity of Relations of Apprehension 69
Chapter 6. The Sign – Arbitrariness or Historicity? 84
Chapter 7. The Social Construction of Reality 110
Part II: Background to the Text
Chapter 8. What Difference Does It Make What a Sign Is? 123
Chapter 9. Why Intersubjectivity Is Not Enough 143
Chapter 10. The Amazing History of Sign 165
References, Historically Layered 185
Index 205
Praeludium Primum, or The Key Dilemma
Anything, to be an object, must exist in awareness. To be known and to be an
object: the two are the same. But what is it, then, that an object is as such? For
not everything needs to be known (at least not by any finite intelligence) in order
to be at all. To be is sometimes, yet not always, more than to be an object; but to
be an object is always a form of being. And every form of being which does not
start out as an object yet can become one in the right circumstances.As we will
see, the question is one of principle, not merely of fact. For not only are some
things unknown to us, we have every reason to expect that we will never know
everything that could be known, though what it is that we will never come to
know varies from individual to individual and group to group.
So if, as Peirce put it, “in half a dozen ways” the idea of anything completely
unknowable “has been proved to be nonsensical” (for the very reason given by
Aquinas in his pointing out that awareness of anything is necessarily pregnant
with the possibility of coming to know what that something is), yet the idea of
what anything known is as such – that is, as object – has so far as I know never
been directly clarified, never thematically addressed.
Our most private thoughts or feelings are sometimes made public by facial
expressions or bodily movements, can even be put into words for a sympathetic
companion; things we have never heard of before intrude into our awareness;
things we thought to be real turn out to be fictions; creatures we invent come to
be objectively famous and influential.
So some things, but not all things, that become an object have an existence
apart from being known. And yet many things that do exist apart from being
known come to exist also as known, become objects as well as things. How?
Is all this anxxx? If it is notxxx, as I am convinced and as common
sense suggests as strongly as it is able to suggest anything, then how can what
is and what is not apart from being known come together equally in the being
of object, in objective being?
What do science and literature and culture and nature, thought, perception,
and sensation have in common, objectively speaking? That is the question to
which this book tries to outline an answer. Objects are always public in principle,
I will show, for one simple reason: because, whatever else they may be or fail to
be as well, they are always and in every case the terminus of a relation according
with its ontological status
Read Me a Rhyme in Spanish and English/Leame Una Rima En Espanol E Ingles
By Rose Zertuche Trevino
* Publisher:Amer Library Assn Editions
* Number Of Pages:160
* Publication Date:2009-01-01
* ISBN-10 / ASIN:0838909825
* ISBN-13 / EAN:9780838909829
Product Description:
In Rose Zertuche Trevino's "Read Me a Rhyme in Spanish and English", programming ideas abound for librarians who have bilingual patrons and wish to present reading programs for children for whom Spanish is the spoken language at home. The bilingual programs are for children of all ages: babies to primary school children. The program material presented originates from Latin culture, engaging those patrons for whom the nursery rhymes are new, as well as for older children and parents for whom the rhymes are old favorites. "Read Me a Rhyme in Spanish and English"; includes thorough directions, as well as the text for various sounds and read-alouds, written in both English and Spanish. Users will also discover: fresh ideas and resources for implementing bilingual storytimes; eight program plans with chapters specific to target audience; and, two bibliographies filled with additional resources, including both paper and music titles for use with bilingual programs. The ready-made storytimes included in this unique bilingual book is a must-have for any library serving the Spanish-speaking. Filled with rhymes, songs, and fingerplays, this book will become a favorite among your young patrons both in English and Spanish!
Public Service Interpreting: The First Steps (Palgrave Textbooks in Translating and Interpreting)
By Ann Corsellis
* Publisher:Palgrave Macmillan
* Number Of Pages:256
* Publication Date:2009-02-15
* ISBN-10 / ASIN:1403937982
* ISBN-13 / EAN:9781403937988
Product Description:
Interpreting, and related skills needed in the public services of multilingual societies.
Selected Writings Volume 1 Phonological Studies
By JAKOBSON (Roman)
* Publisher:Mouton
* Number Of Pages:678
* Publication Date:1962-01-01
* ISBN-10 / ASIN:B000Q9NG2Y
* ISBN-13 / EAN:
NB: essays in the book are actually in English, Russian, German, French and Italian.
Selected Writings, Volume 2: Word and Language
By Roman Jakobson
* Publisher:Mouton de Gruyter
* Number Of Pages:752
* Publication Date:1971-06
* ISBN-10 / ASIN:9027917663
* ISBN-13 / EAN:9789027917669
Note: The essays are actually in English, Russian, German, French and Italian.
Fundamentals of Language
By Roman Jakobson; Morris Halle
* Publisher:Unknown
* Number Of Pages: 87
* Publication Date:1956-01-01
* ISBN-10 / ASIN:B0028ZW10M
* ISBN-13 / EAN:
How Canadians Communicate III: Contexts of Canadian Popular Culture
By Bart Beaty, Derek Briton
* Publisher:UBC Press
* Number Of Pages:328
* Publication Date:2009-12-15
* ISBN-10 / ASIN:1897425597
* ISBN-13 / EAN:9781897425596
Product Description:
The contributors to this third volume of How Canadians Communicate focus on the question "What does Canadian popular culture have to say about the construciton and negotiation of Canadian national identity?" They show how popular culture is negotiated across the different terrains where a sense of national identity is built, by producers and audiences, government and industry, history and geography, ethnicities, and citizenships. Canada does indeed have a popular culture distinct from other nations, and these contributors are out to prove it.
Just A Phrase I'm Going Through: My Life in Language
By David Crystal
* Publisher:Routledge
* Number Of Pages:292
* Publication Date:2009-06-08
* ISBN-10 / ASIN:0415485746
* ISBN-13 / EAN:9780415485746
Product Description:
Kidnapping, attempted assassination, espionage…not the answers you’d expect to the question ‘what happens when you become a linguist?’
But now, reflecting on a long and hugely successful career at the forefront of the field of English Language and Linguistics, David Crystal answers this question and offers us a special look behind the scenes at the adventures, rewards, challenges and pitfalls of his life in language.
Both an autobiography and a highly accessible introduction to the field of linguistics, Just a Phrase I’m Going Through illuminates and entertains us with its many insights into the ever-fascinating subject of language.
David Crystal is synonymous with language, both as a great populariser and linguistic pioneer, and his contribution to the field is unparalleled. This is a book not just for students and teachers but for all lovers of language.
For more about David Crystal at Routledge, visit:
http://www.routledge.com/textbooks/9780415485746/
Summary: David Crystal outshines himself...well, as always!
Rating: 5
As always, Professor David Crystal outshines himself! Throughout several years of my continual perusal of his books, Professor has proven to be the One Unparalleled Mind whose writings are enjoyed from cover to cover, from the first page to the last! "Just A Phrase..." is a fascinating story - or stories - of a life intertwined with language, with its on and off moments, full of funny incidents, unusual experiences, and several heart-breaking lines. Professor, as always, succeeds in informing, educating and entertaining his reader.
From a shy, clever schoolboy in Holyhead to a "born professor" in London University College, to a sage, revered academic in Reading and back to Bangor - Professor's successive masterpiece is an indispensable treasury, which uncovers to the reader not only a number 1 linguist but a like brilliant personality.
The book is written in a sincere, entertaining and objective manner, with Professor's inborn sense of humour, and accuracy. Myself a post-graduate, David Crystal's books have been being Bibles for me and an utmost inspiration and motivation and the first references I will go to in my own academic ventures.
Now, for certain, to me David Crystal is not only The Number 1 academic writer, but a beloved author (also via his other creative writings like the ingenious "Living On")!
I advise everyone to read "Just A Phrase..." whose merit is therein it nourishes both the mind and the soul.
Explorations in Applied Linguistics 2 (v. 2)
By H. G. Widdowson
* Publisher:Oxford Univ Pr (Sd)
* Number Of Pages:272
* Publication Date:1984-10
* ISBN-10 / ASIN:0194370887
* ISBN-13 / EAN:9780194370882
The papers range from descriptive to pedagogic issues and they are concerned with the formulation of a relevant model of language which will serve as a source of reference for a principled approach to language teaching.
There are six sections:
* Theory and practice (Chapters 1-3)
* Discourse: the use of written language (Chapters 4-7)
* Discourse: schema, procedure, and sign (Chapters 8-9)
* The use of literature (Chapters 10-12)
* English for specific purposes (Chapters 13-15)
* Communicative language teaching (Chapters 16-18)
Recontextualizing Context: Grammaticality Meets Appropriateness (Pragmatics and Beyond New Series)
By Anita Fetzer
* Publisher:John Benjamins Publishing Co
* Number Of Pages:252
* Publication Date:2004-03
* ISBN-10 / ASIN:1588115100
* ISBN-13 / EAN:9781588115102
Product Description In the humanities and social sciences, context is one of those terms which is frequently used and frequently referred to, but hardly made explicit. This book proposes a model for describing the multifaceted connectedness between language and language use, and between cognitive context, linguistic context, social context and sociocultural context and their underlying principles of well-formedness, grammaticality, acceptability and appropriateness. Combining a range of theoretical frameworks in linguistics, pragmatics, sociolinguistics, discourse analysis and philosophy of language, Fetzer goes beyond the unilateral conception of speech and argues for a dialogue outlook on natural-language communication based on dialogue principles and dialogue categories. The most important ones are cooperation, joint production, micro and macro communicative intentions, micro and macro validity claims, co-suppositions, dialogue-common ground and communicative genre.
Spatial Demonstratives In English And Chinese: Text And Cognition (Pragmatics and Beyond New Series)
By Yi'an Wu
* Publisher:John Benjamins Publishing Co
* Number Of Pages:234
* Publication Date:2004-10-30
* ISBN-10 / ASIN:1588115453
* ISBN-13 / EAN:9781588115454
As a subject of universal appeal, spatial demonstratives have been studied extensively from a variety of disciplines. What marks the present study as distinct is that it is an English-Chinese comparative study set in a cognitive-linguistic framework and that the methodology features a parallel corpora-based, discourse analysis approach. The framework illuminates the nature of the demonstratives’ basic and extended meaning and use, the connections between them, and the mechanisms that govern and constrain their trends of extension. The corpora place the English and Chinese demonstratives in comparable discourse contexts and processes, providing an “ecological” environment for the observation of how their behavior fits into the respective structural and discourse systems of the two languages. The study also illuminates important issues such as the subjectivity of language, language as a representational system and a vehicle of communication, the interface between form and function, and the role of context in discourse comprehension.
Table of contents
Preface
ix
Introduction
xi
Acknowledgements
xiii
List of tables
xv
The figure
xvi
Conventions and abbreviations
xvii
1. Introduction
1
2. The nature of the spatial demonstratives
27
3. Spatial demonstratives in real space
59
4. Spatial demonstratives in displaced contexts: Similar trends of extension
77
5. Spatial demonstratives in displaced contexts: Strutural constraints on the similar trends of extension
141
Concluding remarks
201
Notes
205
References
211
Appendix
225
Index
229
“Nicely organized and meticulously researched, Wu's book offers valuable and interesting data regarding the uses of spatial demonstratives in both English and Mandarin to a wide set of linguistic audiences.”
Ring Mei-Han Low, University at Buffalo, USA, on Linguist List Vol. 16.1739 (2005)
Subject classification Linguistics Cognitive linguistics
English linguistics
Germanic linguistics
Pragmatics
Semantics
Sino-Tibetan languages
Discourse Perspectives on English: Medieval to Modern (Pragmatics and Beyond New Series)
By Risto Hiltunen, Janne Skaffari
* Publisher:John Benjamins Publishing Co
* Number Of Pages:234
* Publication Date:2004-01
* ISBN-10 / ASIN:1588114708
* ISBN-13 / EAN:9781588114709
Covering nearly one thousand years, this volume explores medieval and modern English texts from fresh perspectives. Within the relatively new field of historical discourse linguistics, the synchronic analysis of large textual units and consideration of text-external features in relation to discourse has so far received little attention. To fill that gap, this volume offers studies of medieval instructional and religious texts and correspondence from the early modern period. The contributions highlight writer-audience relationships, the intended use of texts, descriptions of text-type, and questions of orality and manuscript contextualization. The topics, ranging from the reception of Old English texts to the conventions of practical instruction in Middle English to the epistolary construction of science in early Modern English, are directly relevant to historical linguists, discourse and text linguists, and students of the history of English.
Table of contents
Preface
vii
Introduction
Ruth Carroll, Risto Hiltunen, Matti Peikola, Janne Skaffari, Sanna-Kaisa Tanskanen, Ellen Valle and Brita W錼vik
1–12
“When you read or hear this story read”: Issues of orality and literacy in Old English texts
Brita W錼vik
13–55
Telling the anchorite code: Ancrene Wisse on language
Risto Hiltunen
57–76
Lexical borrowings in early Middle English religious discourse: A case study of Sawles Warde
Janne Skaffari
77–104
The catalogue: A late Middle English Lollard genre?
Matti Peikola
105–135
Recipes for laces: An example of a Middle English discourse colony
Ruth Carroll
137–165
“Best patterns for your imitation”: Early modern letter-writing instruction and real correspondence
Sanna-Kaisa Tanskanen
167–195
“Let me not lose yr love & friendship”: The negotiation of priority and the construction of a scientific identity in seventeenth-century natural history
Ellen Valle
197–234
Index
235–237
“[...] all authors contribute to historical linguistics in more than one respect: First, they present new findings for the specific subject areas discussed in their chapters; secondly, they offer suggestions and generalisations regarding the discourse colony, text-type or genre under scrutiny; and thirdly, the authors directly or indirectly raise methodological issues for future studies of thier topics. Seen as a whole, the book has pioneering spirit in that it names and outlines central problems with which historical linguistics today is faced. These problems range from difficulties of contextualisation to issues of systematic analysis of data.”
Patrick Studer, University of Limerick, Ireland, in the Journal of Historical Pragmatics Vol. 7:1 (2006)
Subject classification Linguistics Discourse studies
English linguistics
Germanic linguistics
Historical linguistics
Pragmatics
The Acquisition of Finiteness (Studies in Generative Grammar)
By Blom, Elma
* Publisher:Mouton de Gruyter
* Number Of Pages:162
* Publication Date:2008-10-20
* ISBN-10 / ASIN:3110190834
* ISBN-13 / EAN:9783110190830
Product Description:
The book provides a theoretical and empirical evaluation of a field that has been the focus of generative theories on language acquisition: the acquisition of finiteness and related properties such as root infinitives, verb movement and null subjects. It contains a critical empirical assessment of the various hypotheses, lists the implications for linguistic theory and provides alternative analyses. Issues covered are: (i) the semantics of childrens root infinitives (tense, modality and aspect), (ii) the relation between lexical, morphological and syntactic development in the domain of finiteness, (iii) the role of the input, and (iv) the interference of cognitive development. Typological focus is on Germanic languages.
Academic Language/Literacy Strategies for Adolescents: A "How-To" Manual for Educators
By Debra L. Cook Hirai, Irene Borrego, Emilio Garza, Carl T Kloock
* Publisher:Routledge
* Number Of Pages:304
* Publication Date:2009-10-28
* ISBN-10 / ASIN:0415999650
* ISBN-13 / EAN:9780415999656
Product Description:
Fast-paced, practical, and innovative, this text for pre-service and in-service teachers features clear, easily accessible lessons and professional development activities to improve the delivery of academic language/literacy education across the content areas in junior/middle school and high school classrooms. Numerous hands-on tools and techniques demonstrate the effectiveness of content-area instruction for students in a wide variety of school settings, particularly English language learners, struggling readers, and other special populations of students.
Based on a strong professional development model the authors have been instrumental in designing, Academic Language/Literacy Strategies for Adolescents addresses:
Motivation
Attributes of Academic Language
Vocabulary: Theory and Practice
Reading Skills Development
Grammar and Writing.
A wealth of charts, graphs, and lesson plans give clear examples of academic language/literacy strategies in action. The appendices - a key component of the practical applications developed in the text - include a glossary, exemplary lessons that address key content areas, and a Grammar Handbook.
In this era of increased accountability, coupled with rapid demographic change and challenges to traditional curricula and pedagogical methods, educators will find this book to be a great resource!
Contents
Foreword by Sheryl L. Santos xiii
Preface xv
Acknowledgments xix
Chapter 1 Background 1
A Short History of the Term Academic Language 2
Instruction from an Academic Language Perspective 5
Why Should We Teach Academic Language? 8
How Th is Book Can Help 16
Chapter 2 Motivation 17
Th e Importance of Motivation 18
Research on Student Motivation 19
Students’ Perception of What Motivates Th em 21
Setting a Purpose for Learning: Th e Anticipatory Set 24
Active Learning and Hands-On Activities 28
Modeling and Guided Practice 29
Summary: What Motivates Students? 29
Chapter 3 Attributes of Academic Language 31
Receptive and Expressive Language 31
Application of Receptive and Expressive Strategies 33
Professional Input and Feedback for Academic
Language Literacy Instruction 39
Summary 43
Chapter 4 Vocabulary: Th eory and Practice 45
Developing Vocabulary 45
Learning and Acquisition: Th e Importance of Multiple
Exposures 48
Cognates, Root Words, and Affi xes 51
Contextualizing Vocabulary 57
Personalizing and Operationalizing Vocabulary 59
Strategies for Teaching Vocabulary 60
Specifi c Activities/Techniques 61
A Sample Lesson 67
Summary 73
Chapter 5 Reading Skills Development 75
Importance of Reading in the Content Areas 75
Research on Reading and Reading Comprehension 76
Literacy and Reading 77
Content Literacy 79
Expository vs. Narrative Text 81
Th e Phases of Reading: Reading Into, Th rough, and Beyond 82
Strategies for Getting Students “Into” Reading 83
“Into” Activities 85
Strategies for Getting Students “Th rough” Reading 85
“Th rough” Activities 86
Strategies for Getting Students “Beyond” Reading 87
Integrated Activities 88
Sample Lesson: Geometry Proofs 91
Summary 96
Chapter 6 Grammar and Writing 97
Th e Importance of Grammar to Language Acquisition 98
How Should Grammar Be Taught? 99
How Are Writing Skills and Grammar Related? 100
Brick and Mortar Words 102
Why Should Content-Area Teachers Teach Grammar? 103
Writing and Academic Language Literacy 104
Th e Relationship between Verbal and Written Language 105
Student Writing Skills 106
Building the Academic Register For Writing 107
Assessing Writing in Order to Develop Writing Skills 108
Writing: “Into, Th rough, and Beyond” 112
Activities that Develop Writing Skills 113
Sample Lesson: Th ree Search Papers on the Holocaust 114
Summary 120
x • Contents
Chapter 7 Summing Up 121
Glossary 123
Appendix 1 Expressive and Receptive Language Strategies and
Model Lesson Plan Format 127
Appendix 2 Sample Lesson Plans Including Expressive and
Receptive Language Prompts 131
Sample Lesson Plan 2.1: Sentence Analysis and
Rephrasing (Earth Science) 131
Sample Lesson Plan 2.2: Using the Text (Algebra) 136
Sample Lesson Plan 2.3: Classifying the Elements
(Chemistry) 138
Sample Lesson Plan 2.4: Using a Science Notebook
(General Science) 146
Sample Lesson Plan 2.5: Stem-and-Leaf Plots (Graphing) 150
Appendix 3 Sample Lesson Plans without Expressive and
Receptive Language Prompts 159
Sample Lesson Plan 3.1: Unit Analysis
(Math and Science) 159
Sample Lesson Plan 3.2: Word Problems (Math) 169
Sample Lesson Plan 3.3: Scientifi c Method
(General Science/Biology) 172
Sample Lesson Plan 3.4: Linear Equalities
in 2 Variables (Math) 178
Sample Lesson Plan 3.5: Introduction to Relations
and Functions (Math) 193
Appendix 4 Sample Writing Rubric 199
Appendix 5 List of Useful Web Sites for Math and Science 203
Appendix 6 Common Cognates 207
Appendix 7 Grammar Handbook 213
References 271
Index 279
Foreword
Academic Language/Literacy Strategies for Adolescents: A “How To” Manual
for Educators by Drs. Debra Cook Hirai, Irene Borrego, Emilio Garza, and
Carl Kloock is a fast-paced, practical, and innovative textbook for preservice
and in-service teachers. In this decade of increased accountability, coupled
with rapid demographic change and challenges to traditional curricula and
pedagogical methods, educators will fi nd this book to be a great resource!
Reading in the content areas has been brought to the forefront most recently
due to the fact that nationally 25% of our secondary students are reading
at below basic levels. Content-area teachers face the challenge of teaching
subject matter to students who struggle with comprehension and literacy
skills. Yet, literacy programs for populations such as struggling readers and
English learners have generally not taken into consideration the importance
of teaching academic language in the content areas. Th e result has been low
test scores in the content areas and high numbers of school dropouts. Th is
textbook provides educators with resources and appropriate techniques to
improve comprehension and English language literacy.
In this text, Professors Cook Hirai, Borrego, Garza, and Kloock have
addressed a critical need for classroom practitioners and thus made a great
contribution to the fi eld of professional development and training as well
as teacher preparation. Th e authors take simple concepts and infuse them
with teaching strategies that use academic language. Th e chapters stimulate
the “practical voice” for content-area teachers about key concepts in how
to teach literacy in subject matter. Th e charts, graphs, and lesson plans give
clear examples of how teachers can provide academic language in various
settings including the use of “hands-on” ideas. Th e text includes an appendix
of proven, exemplary lessons that address key content areas.
I know that my CSUB colleagues have not only put their hearts into this
textbook about academic language use in the classroom, but all their ideas
are based on their considerable experience with best practice research as well
as their work with classroom teachers. I commend the authors for their hard
work and dedication as they have accomplished their vision for supporting
teachers in a meaningful way.
Dr. Sheryl L. Santos, Dean
College of Education
Texas Tech University
Lubbock, Texas
xiv • Foreword
xv
Preface
Th is book evolved out of the need to have easily accessible lessons and professional
development activities to demonstrate the eff ectiveness of teaching
literacy in the content areas at the upper elementary, junior high/middle
school, high school, and college levels. Th is is, to our knowledge, one of the
fi rst texts available to specifi cally address strategies for academic language
instruction in the content areas above the primary grades (K-3). Th e use
of academic language instruction is relatively limited in intermediate and
secondary schools. Most of the available material relates to English learners
only and does not address all student populations. Th is book addresses
academic language instruction across the content areas. We believe that
the techniques it presents will aid instruction in the content area in a wide
variety of school settings.
Academic Language/Literacy Strategies for Adolescents is intended for
use in teacher education professional development training and credential
coursework, college reading methodology, and literacy methodology classes
integrating all aspects of the listening, speaking, reading, and writing curriculum,
as well as staff development training. It will also be useful as a reference
book, particularly the grammar section in appendix 7.
Our style of writing is friendly and comprehensible, yet academic in
nature. We try not to lecture our audience, rather, we engage readers in the
learning process. We off er valuable resources for instructional strategies using
research-based theory presented in a user friendly format.
Overview
Chapter 1 provides a history of academic language and academic literacy
and presents the arguments for why teachers need to address it in their
content-area classroom.
Chapter 2 deals with the issue of student motivation, including data from
student surveys. It presents not only information on what students themselves
fi nd motivating, but also specifi c strategies based on the survey information.
Th is chapter also discusses lesson strategies to eff ectively engage students.
Chapter 3 breaks down the concept of academic language into observable
teaching behaviors. Here we off er strategies to teach the receptive (R) and
expressive (E) skills students would benefi t from in understanding the language
of their content areas. Chapter 3 also includes an observation checklist
that can be helpful in peer coaching.
Chapter 4 addresses numerous eff ective strategies for vocabulary development,
specifi cally highlighting the diff erences between acquisition and
learning of vocabulary and the importance of developing both receptive and
expressive language skills. In this chapter the reader will also fi nd helpful the
vocabulary lists, including signal words, root words, and affi xes. Th ese lists
were developed by the authors, with the assistance of the English language
development teaching staff at Delano Joint Union High School District in
California.
Chapter 5 focuses on the receptive skill of reading and emphasizes the
importance of reading in the content areas. Discussions of “Into,” “Th rough,”
and “Beyond” reading strategies, as well as integrated reading strategies,
include helpful examples.
Chapter 6 deals with the expressive skill of writing. It gives the rationale
for teaching writing along with teaching and assessment strategies in the
content areas. Aft er a brief discussion of why grammar rules are important
concepts for students to learn, this chapter also clarifi es the pedagogy of
teaching grammar. “Th e Grammar Handbook” (appendix 7) is a fairly comprehensive
reference guide for both student and teacher use. Th is is included
as an aid to teachers in the content areas who, based on our experience, are
sometimes hesitant to engage in grammar instruction.
Chapter 7 off ers a summary of what is covered in the preceding chapters
and a short explanation of how to use the lessons for reviewing the elements
of academic language.
Th e appendices form a major part of the practical applications developed
in the book.
Appendix 1 is a sample lesson • plan outline which is used for all sample
lessons found in the text.
• Appendix 2 includes three science and two math lessons, with the
receptive and expressive skills for academic language identifi ed in the
lessons.
• Appendix 3 includes three math and two science lessons which do not
have the receptive and expressive skills listed.
xvi • Preface
• Appendix 4 is a model rubric for writing assignments
• Appendix 5 is a list of Web sites which may be helpful for the math
and science teachers.
• Appendix 6 is a list of social studies, math, and science Spanish cognates.
• Appendix 7 is the grammar handbook.
Th e intended overarching objective of this text is to share with readers
the authors’ wealth of experience in assisting teachers and schools to improve
student academic achievement through the use of academic language
instructional strategies in the content-area classroom.
Th is book evolved from two highly successful grant implementations
and the experiences of the authors while designing eff ective staff development
sessions and instructional strategies for these grants which were
awarded to the teaching credential program at California State University,
Bakersfi eld. Th e fi rst grant, English Language Development Professional
Institute (ELDPI), funded by the State of California, 2000–2003, produced
many innovative instructional strategies for English learners, especially in
the content areas. Th e latest grant, a 4-year grant from the California Post
Secondary Commission (CPEC), which funnels No Child Left Behind
funds through the State of California, called Cognitive Academic Language
Literacy Instruction (CALLI), targets academic language instruction in the
secondary math and science content areas (2005–2009). Th e intent of this
grant was to create an eff ective professional development model through collaboration
between faculty from the School of Education and the School of
Natural Science and Mathematics at California State University, Bakersfi eld,
and Bakersfi eld College and the Delano Joint Union High School District.
Th e professional development model focuses on working with secondary
math and science teachers to improve their delivery of academic language
instruction embedded in their content-area classroom, and, through this
process, increase the achievement of their students. Th e high school math
and science teachers participating in this grant work in a low income, high
English learner population district.
As we began to develop instructional strategies to provide professional
development for the teachers participating in the grants, we realized that
there were a limited number of resources currently available for instruction
in academic language/literacy for content-area teachers of all students: not
just English language learners. Th us, we began to develop our own materials
and strategies, based on collaboration with content-area experts and the
knowledge and expertise gained from teaching language acquisition methodologies
courses for second language learners, literacy strategies across content
areas, as well as other experiences such as grant presentations, conference
presentations, and publications. The result is this book.
Learning Purpose and Language Use
By H. G. Widdowson
* Publisher:Oxford Univ Pr (Sd)
* Number Of Pages:128
* Publication Date:1984-02
* ISBN-10 / ASIN:0194370720
* ISBN-13 / EAN:9780194370721
Professor Widdowson's aim in this book has been to enquire into the theory underlying the concept of English for Specific Purposes and, by implication, of any language taught where there is a specification of purpose.
Overview
Professor Widdowson provides a framework which can be used for clarifying various current ideas and argument, and for assessing the effectiveness of practice in the field.
Each of the three main chapters, Learning Purpose, Language Use, and Course Design and Methodology, consists of two parts. The first part presents the main argument, while the second takes up issues arising from the argument. This arrangement parallels that of lecture followed by discussion and permits the author to present the main issues as he sees them cogently and forcefully.
The book ends with a fourth chapter which recapitulates and concludes the argument of the preceding chapters.
Letter and word perception, Volume 4: Orthographic structure and visual processing in reading (Advances in Psychology)
By Author Unknown
* Publisher:North Holland
* Number Of Pages:294
* Publication Date:1980-01-15
* ISBN-10 / ASIN:0444854932
* ISBN-13 / EAN:9780444854933
thanks a lot
but for the moment, these books are not useful for me.
Language and comprehension, Volume 9 (Advances in Psychology)
By Author Unknown
* Publisher:North Holland
* Number Of Pages:368
* Publication Date:1982-01-15
* ISBN-10 / ASIN:0444865381
* ISBN-13 / EAN:9780444865380