Originally published in 1979, this book represents an effort to bring together the two disciplines at the core of psycholinguistics, psychology and linguistics.
There is an odd contradiction at the heart of language and culture learning: Language and culture are, so to speak, two sides of a single coin-language reflects the thinking, values and worldview of its speakers.
This book is about the challenges that come with initiatives to develop a more humanized, intersectional and negotiable landscape for English Language Teaching (ELT).
This volume explores the instructional use of creative writing in secondary and post-secondary contexts to enhance students' language proficiency and expression in English as a second or foreign language (ESL/EFL).
This skills-oriented handbook for English Medium Instruction (EMI) learners provides students with a toolbox of strategies and approaches to maximise their performance in their courses.
This book provides a stylistic and cognitive poetic account of ekphrastic poetry (poetry whose subject matter is predominantly artworks and images), examining the linguistic processes through which works of art can become literary objects.
Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 7, is the newest volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning.
Beyond Nature-Nurture: Essays in Honor of Elizabeth Bates is a very special tribute to the University of California at San Diego psycholinguist, developmental psychologist, and cognitive scientist Elizabeth Ann Bates, who died on December 14, 2003 from pancreatic cancer.
German Grammar in Context, 3rd Edition includes updated textual examples which provide the basis for an accessible and engaging approach to learning grammar.
The 19th-century European notion of the one people-one language nation as the ideal state has been a very pervasive influence in spite of the fact that most countries in the world today are multilingual, that is they contain ethnic groups in contact and not infrequently in competition.
This collection re-imagines language and communication through an ethnographic sociolinguistic lens, foregrounding perspectives on collective projects that grapple with the relationship between past, present, and future towards confronting structural inequalities.
This book tries to answer the question posed by Minsky at the beginning of The Society of Mind: "e;to explain the mind, we have to show how minds are built from mindless stuff, from parts that are much smaller and simpler than anything we'd considered smart.
The first book-length treatment of its type, Ultimate Attainment in Second Language Acquisition is a case study with a solid theoretical grounding that examines the language of an immigrant learner of English, and thereby presents a much needed understanding of the linguistic competence of second language speakers.
The present volume represents a variety of portraits of what happens when families attempt to raise children in Spanish while living in English-speaking societies.
In the thoroughly updated second edition of this unique book, Catherine McBride examines how the languages we know help structure the process of becoming literate.
This volume offers a comprehensive snapshot of the breadth of empirical research currently being conducted on the second language acquisition of sociolinguistic variation in Spanish during study abroad.
Compared with other subdisciplines in Chinese linguistics, children's language acquisition is a significant field with relatively limited achievements.
This volume problematizes the concept and practice of translation in an interconnected world in which English, despite its hegemonic status, can no longer be considered a coherent unified entity but rather a mobile resource subject to various kinds of hybridization.
Cognitive neuropsychological research studies of people with cognitive deficits have typically been directed either at investigating methods of intervention, or at furthering our understanding of normal and impaired cognition.
The articles collected in this book are concerned with the issues of restrictiveness and learnability within generative grammar, specifically, within Chomsky's 'Extended Standard Theory'.
This edited collection addresses the link between second language pragmatics (including interlanguage and intercultural) research and English language education.
While there is much in the literature on ESL development, this book is the first of its kind to track the development of specific language abilities in an Intensive English Program (IEP) longitudinally and highlights the implications of this particular study's findings for future IEP implementation and practice and ESL and SLA research.
For the first time, the major theoretical and pedagogical approaches to genre and related issues of social construction are presented in a single volume, providing an overview of the state of the art for practitioners in applied linguistics, ESL/EFL pedagogies, rhetoric, and composition studies around the world.
Drawing on major research developments in the field, Vihman has updated and extensively revised the 1996 edition of her classic text to provide a thorough and stimulating overview of current studies of child production and perception and early word learning.
This text provides an in-depth exploration of rural community literacy, examining the ways in which community-building, social networks, time, race, and politics interplay.
In this book, Phan Le-Ha identifies and discusses four growing self-sustained/sustaining fundamental phenomena in transnational education (TNE), namely (1) the planned, evolving and transformative mediocrity behind the endorsement of English-medium education legitimized by the interactive Asia-the West relationship; (2) the strategic employment of the terms 'Asia/Asian' and 'West/Western' by all stakeholders in their perceptions and construction of choice, quality, rigour, reliability and attractiveness of programs, courses, and locations; (3) the adjusted desire for an imagined (and often misinformed) 'West' among various stakeholders of transnational education; and (4) the assigned and self-realized ownership of English by otherwise normally on-the-margin groups of speakers.
This book is a comprehensive guide to the evidence, theories, and practical issues associated with recovery from stuttering in early childhood and into adolescence.
