This collection of nine original articles deals with the expression of possession at various levels of grammar, morphological, phrasal, and syntactic, and from a typologically diverse range of languages (including Germanic, Oceanic, Meso-American, and Australian Aboriginal).
This book brings together the body of empirical findings and theoretical interpretations of the tip of the tongue (TOT) experience - when a well-known or familiar word cannot immediately be recalled.
This book presents an innovative institutional transpositional ethnography that examines the textual trajectory of "e;the life of a calling script"e; from production by corporate management and clients to recontextualization by middle management and finally to application by agents in phone interactions.
In this volume, the editors aim to offer a timely focus on preschool bilingual education in the 21st century by drawing attention to the following trends: (1) the diversity of language models and their hybrid, dynamic and flexible nature; (2) the complexities of children's linguistic backgrounds; (3) children's, parents' and teachers' agencies in interaction; and (4) early bilingual development and education as contextually embedded.
This collection contributes to emerging work in critical sociolinguistics, using a multidisciplinary and multiscalar approach to understanding the diasporic experience in the Russian-speaking world.
Using qualitative data collected from more than twenty universities across the US, Writing Support for International Graduate Students describes and theorizes agency- and advocacy-driven practices, programs, and policies that are most effective in helping international students learn graduate-level writing and communication skills.
The new edition of this comprehensive text fills an important role in teacher professional preparation by focusing on how to teach the grammar and vocabulary that are essential for all L2 writing teachers and student-writers.
This innovative volume showcases the possibilities of autoethnography as a means of exploring the complexities of transnational identity construction for learners, teachers, and practitioners in English language teaching (ELT).
This volume examines constructions of Greekness and Greek-speakerhood in geographical and sociohistorical contexts where Greek speakers are minoritised, and Greek is not hegemonic.
Delving into the uneasy relationship between English and Spanish in the United States of America, this book approaches specific topics from a variety of perspectives, ranging from the more cultural to the more linguistic.
This book addresses a wide range of aspects of the study of language in a variety of domains such as cognition, change, acquisition, structure, philosophy, politics, and education.
This book discusses the trajectories of minority students' acculturation in terms of school and family-related characteristics that are influential for school adjustment of minority youths.
This book proposes a new two-step approach to the evolution of language, whereby syntax first evolved as an auto-organizational process for the human conceptual apparatus (as a Language of Thought), and this Language of Thought was then externalized for communication, owing to social selection pressures.
This book extends new lines of inquiry on intra- and interlingual translation, building on Jakobson's classification of translational relations to take into account the full complexity of language and the role of social dimensions in fostering linguistic unity and identity.
This book approaches the topic of false friends from a theoretical perspective, arguing that false friends carry out a positive role as a cognitive device, mainly in literature and jokes, and suggesting some pragmatic strategies in order to restore the original sense of a text/utterance when a given translator (or a foreign speaker) falls victim to false friends.
This book presents the complete collection of peer-reviewed presentations at the 1999 Cognitive Science Society meeting, including papers, poster abstracts, and descriptions of conference symposia.
Spanning scholarly contributions from India, Nepal, Bangladesh, Pakistan, and Sri Lanka, this edited volume seeks to capture and elucidate the distinct challenges, approaches and possible solutions associated with interpreting, adapting and applying language-in-education policies in a range of linguistically complex teaching and learning environments across South Asia.
Research-Driven Pedagogy: Implications of L2A Theory and Research for the Teaching of Language Skills brings together the essentials of second language acquisition (SLA) theory, research, and second language (L2) pedagogy.
Teaching English covers all of the major issues and current trends in language learning and teaching, such as the trends toward empiricism, constructivism, differentiation, learner- and output-orientation, intercultural learning, and the use of multimedia.
Dies ist ein Buch über das was zählt, wenn man Verantwortung trägt für das Fortkommen seiner Schüler: klare Leitsätze und gescheite Lehrtechniken, die Schüler ebenso bei der Arbeit wie bei Laune halten.
Offering a nuanced examination of the complex landscape that international scholars who publish their research in English must navigate, this edited volume details 17 perspectives on scholarly writing for publication across seven geolinguistic regions.
Refining and building on the concept in a sophisticated and multidisciplinary way, this book uses a funds of knowledge approach and connects it to other key conceptual frameworks in education to examine issues related to the access and transition to college, college persistence and success, and pedagogies in higher education.
The Routledge Handbook of Second Language Acquisition and Pedagogy of Persian offers a detailed overview of the field of Persian second language acquisition and pedagogy.
This volume examines the unique characteristics of akshara orthography and how they may affect literacy development and problems along with the implications for assessment and instruction.
Almost all low- and middle-income postcolonial countries now use English or another dominant language as the medium of instruction for some, if not all, of the basic education cycle.
