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Linguistics for L2 Teachers
by Larry AndrewsLinguistics for L2 Teachers is designed to help bilingual and ESL teachers better understand how and why the English language works, and to broaden their abilities to help their students learn about the various functions of English in the real world. It is not a complete curriculum in English linguistics, but rather, a foundation from which teachers can continue to grow and to teach with greater confidence. The reader-friendly, conversational style makes the concepts easily accessible to preservice and in-service teachers who have little or no previous experience in language study. This textbook: * explains various aspects of English using non-technical terminology; * goes beyond the study of grammar to examine the functions of language, not just its form; * presents language applications in L2 classrooms; and * clearly delineates the significance of chapter topics for L2 teachers and students. Each chapter includes prereading activities to enhance the reader's comprehension; postreading activities to expand and elaborate the concepts; and interactive "Be A Linguist" activities to help readers think in ways similar to the ways linguists think and to provide opportunities to apply ideas explained within the chapter. Intended for all teachers of students for whom English is a new language, this text will help them be better prepared to meet the important challenges and questions they encounter in their classrooms.
Linguistics for Singers: An Introduction
by Gregory CampLinguistics for Singers: An Introduction is a textbook and manual that provides singers with a foundation in linguistic features of four major singing languages—English, Italian, French, and German—and shows how these features can be used to inform vocal performance and interpretation. Going beyond the basics of lyric diction, a grounding in linguistics enables student musicians to understand language holistically and more fully comprehend the music they are learning. The comparative approach to four common languages allows readers to readily grasp similarities and apply principles across vocal repertoire. Beginning with the sounds of a language and gradually moving up through larger levels of linguistic structure, from words to full texts, the chapters illustrate concepts using real examples from art songs and opera. The clear explanations enable readers new to linguistics to connect these concepts with their own musical practice. Designed for flexible use in courses on language and singing, lyric diction, repertoire studies, and collaborative piano, this book provides a vital resource for singers, vocal instructors, and conductors.
Linguistics for TESOL: Theory and Practice
by Hannah ValenzuelaThis textbook proposes a theoretical approach to linguistics in relation to teaching English. Combining research with practical classroom strategies and activities, it aims to satisfy the needs of new and experienced TESOL practitioners, helping them to understand the features of the English language and how those features impact on students in the classroom. The author provides a toolkit of strategies and practical teaching ideas to inspire and support practitioners in the classroom, encouraging reflection through regular stop-and-think tasks, so that practitioners have the opportunity to deepen their understanding and relate it to their own experience and practice. This book will appeal to students and practitioners in the fields of applied linguistics, TESOL, EAL, English language and linguistics, EAP, and business English.
Linguistics, Language Education, and Language Contact (Second Language Learning and Teaching)
by Barbara Lewandowska-Tomaszczyk Marcin TrojszczakThe book offers new insights into linguistics by focusing on a range of fast-developing research areas. These include research into language contact, which is represented by some original chapters discussing less-frequently studied language pairs and phenomena. Moreover, it presents new findings in syntax and semantics as well as up-to-date discussions in the field of language education.
Lingüística cognitiva y español LE/L2 (Routledge Advances in Spanish Language Teaching)
by Iraide Ibarretxe-Antuñano Teresa Cadierno Alejandro Castañeda CastroLingüística cognitiva y español LE/L2 constituye una valiosa aportación al estudio de la adquisición y la enseñanza del español LE/L2 desde la perspectiva teórica de la lingüística cognitiva. Se trata de la primera obra escrita en español en la que se ofrece una introducción a la lingüística cognitiva y su aplicación didáctica a la enseñanza del español LE/L2 desde una óptica internacional. Combina una orientación teórico-práctica que incluye diferentes estudios empíricos con pautas para ayudar a los profesores de español a integrar la lingüística cognitiva en la enseñanza de la lengua. Características principales: Una estructura homogénea y facilitadora de la lectura de los distintos capítulos que sirve para integrar contenidos lingüísticos y gramaticales desde un punto de vista cognitivo; Cuestiones clave en la enseñanza del español LE/L2 desde la óptica de la lingüística cognitiva: aspectos controvertidos de gramática, el desarrollo de la competencia metafórica, el aprendizaje del léxico, la influencia de la lengua materna, el foco en la forma, el uso de la traducción pedagógica; Pautas y sugerencias para aplicar la lingüística cognitiva en la enseñanza de la lengua, así como futuras vías de investigación; Una selección de imágenes, gráficos e ilustraciones para facilitar la comprensión de los temas y conceptos que se abordan en el volumen; Un glosario bilingüe (español e inglés) de términos clave para que cualquier lector pueda familiarizarse con los conceptos fundamentales de la lingüística cognitiva. Escrito en español, de manera clara y accesible, y con abundantes ejemplos, Lingüística cognitiva y español LE/L2 es una obra de referencia para docentes de español como LE/L2, estudiantes graduados y formadores de profesores, así como para cualquier persona que desee adquirir una perspectiva actual sobre las principales aportaciones teóricas y prácticas de la lingüística cognitiva a la enseñanza y el aprendizaje de segundas lenguas.
Link Technology to Your Long-Term Business Goals: How to Use Technology to Mobilize Your People, Strategy and Operations
by PrazLink the use of technology with long-term business goals to optimize the core elements in your organization: people, strategy, and operations. This book will show you how effective planning of processes and execution of strategies with the help of technology can bring about an organization-wide increase in productivity and performance.Business environments have grown increasingly competitive. Before an organization realizes what has happened, it can lose or gain market share. Being agile is the key to success. This book covers the processes that can help your enterprise be agile and follow best practices when executing your business strategy.You'll review case studies from real-world experiences that dive deep into the problems a business encounters and the ways to solve those challenges. They deal with the different ways in which your organization can achieve dramatic performance improvements by changing your company’s processes. The book also explains how objectives and key results can be used to align business teams for increased productivity. With Use Tech to Mobilize Your People, Strategy, and Operations you'll learn how the intensity of core processes can ensure that growth does not wane in your organization. What You'll Learn Know the role of three core elements in organizations: people, strategy, operationsUnderstand how technology can enhance these three core elementsBe aware of the importance of scale and security in the information eraEliminate distractions and uncertainty in core processesWho This Book Is ForPeople with experience building businesses (founders, CEOs, COOs, CTOs, project managers, product managers, operation heads, sales heads, finance heads, strategy heads, technology leaders) who are looking for technology solutions to business problems
Linked Courses for General Education and Integrative Learning: A Guide for Faculty and Administrators
by Margot Soven, Dolores Lehr, Siskanna Naynaha, Wendy Olson, Betsy BarefootResearch indicates that of the pedagogies recognized as “high impact”, learning communities – one approach to which, the linked course, is the subject of this book – lead to an increased level of student engagement in the freshman year that persists through the senior year, and improve retention. This book focuses on the learning community model that is the most flexible to implement in terms of scheduling, teacher collaboration, and design: the linked course. The faculty may teach independently or together, coordinating syllabi and assignments so that the classes complement each other, and often these courses are linked around a particular interdisciplinary theme. Creating a cohort that works together for two paired courses motivates students, while the course structure promotes integrative learning as students make connections between disciplines.This volume covers both “linked courses” in which faculty may work to coordinate syllabi and assignments, but teach most of their courses separately, as well as well as “paired courses” in which two or more courses are team taught in an integrated program in which faculty participate as learners as well as teachers. Part One, Linked Course Pedagogies, includes several case studies of specific linked courses, including a study skills course paired with a worldview course; a community college course that challenges students’ compartmentalized thinking; and a paired course whose outcomes can be directly compared to parallel stand-alone coursesPart Two, Linked Course Programs, includes a description of several institutional programs representing a variety of linked course program models. Each chapter includes information about program implementation, staffing logistics and concerns, curriculum development, pedagogical strategies, and faculty development.Part Three, Assessing Linked Courses, highlights the role of assessment in supporting, maintaining, and improving linked course programs by sharing assessment models and describing how faculty and administrators have used particular assessment practices in order to improve their linked course programs.
Linking Assessment to Instructional Strategies: A Guide for Teachers
by Cathleen SpinelliThis practical, teacher-friendly book provides step-by-step instructions on choosing and administering classroom assessments; analyzing, interpreting, rating, and monitoring results; and reporting student progress. Whether new to authentic or informal assessment, or strongly familiar with traditional testing, this book will interpret and guide the teaching professional on how to integrate cutting-edge assessment measures seamlessly into their daily teaching schedule. The book is chock-full of the latest in authentic, curriculum and performance-based assessment measures with direct connections to instruction, IEP development, and methods of reporting to parents. Busy teachers will appreciate the clear, accessible writing style and how easily the book helps them to determine what test to use, the specific diagnostic questions to ask, the classroom materials that will be needed, clearly informed administration strategies, and the explicit examples that are included and can be taken straight from the page to the real classroom. Keenly focused on providing teachers with a variety of assessment procedures, including the why, what, and how of testing, it furthermore gives directions on how to construct, administer, and score assessments as well as how to interpret, graph, monitor, write, and report assessment results to families and school support personnel. Another key feature includes suggested interventions to use when test results indicate that specific skills have been mastered, are emerging, or need to be introduced. An ideal book for school administrators, supervisors, and remedial specialists, and for those implementing Response to Intervention (RI), it is most appropriate for professional development and in-service practicing teachers who want an easy-to-read and useful guide to state-of-the-art, best practices in assessment.
Linking Education Policy to Labor Market Outcomes
by Tazeen Fasih'Linking Education Policy to Labor Market Outcomes' examines current research and new evidence from Ghana and Pakistan-representative of two of the poorest regions of the world-to assess how education can increase income and help people move out of poverty. This study indicates that in addition to early investments in cognitive and noncognitive skills-which produce a high return and lower the cost of later educational investment by making learning at later ages more efficient-quality, efficiency, and linkages to the broader macro-economic context also matter. Education and relevant skills are still the key determinants of good labor market outcomes for individuals. However, education policies aimed at improving skills will have a limited effect on the incomes of that skilled workforce or on the performance of a national economy if other policies that increase the demand for these skills are not in place. For education to contribute to national economic growth, policies should aim at improving the quality of education by spending efficiently and by adapting the basic and postbasic curricula to develop the skills increasingly demanded on the global labor market, including critical thinking, problem solving, social behavior, and information technology.
Linking Families, Learning, and Schooling: Parent–Researcher Perspectives
by Bobbie Kabuto Prisca MartensParents who are also educational researchers have access to a domain that is highly complex and not always available to other scholars. In this book, parent-researchers provide theoretical and practical insights into children’s learning in the home and at school. Readers are given a window into learning in the home context and how all family members organize or engage in that learning. Working on two levels, the book develops scholarly discussions about learning in the home (how is it organized, who the participants are, and what children are learning), and it illustrates the impacts that outside institutions, in particular schools, have on families It is unique in showcasing parent-research as a type of research paradigm with particular aspects and challenges. Both teachers and researchers can learn from these studies as they show the impact that schooling has on families and how institutional discourses and beliefs can both positively and negatively affect the dynamics of any family.
Linking Home and School: Partnership in Practice in Primary Education (Home And School - A Working Alliance Ser.)
by Sheila Wolfendale Jenny Waller Hugh WallerFirst Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
Linking Language, Trade and Migration: Economic Partnership Agreements as Language Policy in Japan (Language Policy #33)
by Ruriko OtomoThis book examines the effect of trade policy on language which represents an underrecognized area in the field of language policy and planning. It argues that trade policies like Japan’s Economic Partnership Agreements (EPAs) have important consequences for national language (education) policies and for discourses about language and nation. Since 2008, Japan has signed the EPAs with Indonesia, the Philippines and Vietnam to recruit migrant nurses and eldercare workers and manage their mobility by means of pre-employment language training and the Japanese-medium licensure examinations. Through the analysis of these language management devices, this book demonstrates that the EPAs are a manifestation and representation of contemporary language issues intertwined particularly with pressing issues of Japan’s social aging and demographic change. As the EPAs are intertwined with welfare, economy, social cohesion, and international political and economic relations and competitiveness, the book presents a far more complex picture of and a richer potential of language policy.
Linking Language: Simple Language and Literacy Activities Throughout the Curriculum
by Debra Hoge Bill Searcy Robert RockwellFilled with practical, everyday activities that build language development and early literacy into your daily schedule. Use circle time, snack time, dramatic play or any other time throughout the day to develop children's language skills. The authors discuss both expressive language (talking), and receptive language (listening), as well as the beginnings of reading and writing. Each cross-curricular activity includes ways to enhance children's vocabulary, questions to help the teacher evaluate the children's progress, an annotated list of books that relate to the activity, and age-appropriate suggestions for writing experiences.
Linking Leadership to Student Learning
by Kenneth Leithwood Karen Seashore LouisLinking Leadership to Student Learning Linking Leadership to Student Learning clearly shows how school leadership improves student achievement. The book is based on an ambitious five-year study on educational leadership that was sponsored by The Wallace Foundation. The authors studied 43 districts, across 9 states and 180 elementary, middle, and secondary schools. In this book, Kenneth Leithwood, Karen Seashore Louis, and their colleagues report on what they found. They examined leadership at each organizational level in the school system-classroom, school, district, community, and state. Their comprehensive approach to investigating school leadership offers a balanced understanding of how the structures within which leaders operate shape what they do. The results within will have significant implications for future policy and practice. Praise for Linking Leadership to Student Learning "Kenneth Leithwood and Karen Seashore Louis offer a seminal new contribution to the leadership field. They provide a rich and authoritative evidence base that demonstrates clearly just why school leadership is so important and how it promotes successful student learning. "-Pamela Sammons, Ph. D. , Professor of Education, Department of Education, University of Oxford, Oxford "This ambitious, groundbreaking, and thought provoking treatment of the link between school leadership and student learning is a testament to the outstanding work of these exemplary scholars. This is a 'must read' for academics and practitioners alike. "-Martha McCarthy, President's Professor, Loyola Marymount University, and Chancellor's Professor Emeritus, Indiana University "The question is no longer whether school and district leader's impact student learning, but rather how they do it. The authors provide a convincing answer, one that recognizes the crucial interaction between leader and locality. "-Daniel L. Duke, Professor of Educational Leadership, University of Virginia
Linking Practice and Theory: The Pedagogy of Realistic Teacher Education
by Fred A.J. Korthagen Jos Kessels Bob Koster Bram Lagerwerf Theo WubbelsAlthough the idea of the reflective practitioner is embraced by many, there is still a need to understand how teachers' practical experience and the theoretical insights of researchers can be linked in teacher education. This book offers a framework for addressing this problem. It brings together 15 years of experience in teacher education and research, based on Korthagen's concept of "realistic teacher education" which is well known in Europe and gaining interest in North America. Set up as a journey back and forth between practice and theory, this book is not only about linking them but models how it can be done, providing both practical solutions and research-based theoretical foundations. Linking Practice and Theory: The Pedagogy of Realistic Teacher Education: * serves as a guidebook for teacher educators, with many practical ideas and guidelines; * prepares the reader for a fundamental shift in thinking about teacher education; and * uses an international perspective in analyzing real, practical experience in teacher education, in the Netherlands and in other countries.
Linking Reading Assessment to Instruction: An Application Worktext for Elementary Classroom Teachers
by Susan P. Homan Arleen Shearer MariottiNow in its Fifth Edition, this text applies current theory to classroom practice by providing, in each chapter, a brief explanation of major concepts followed by guided practical experience in administering, scoring, and interpreting reading assessment techniques. The Fifth Edition is revised and updated to reflect recent developments in the field. New activities are included throughout. A Companion Website for instructors and students, a value-added feature, is new for this edition. Like previous editions of this popular text, this edition Emphasizes the use of assessment and diagnosis for instructional decision making Stresses the use of informal assessment techniques - reflecting the current emphasis in educational assessment theories - but also includes usage of standardized test scores Provides numerous classroom-tested, hands-on activities, giving students step-by-step experiences in administering, scoring, and interpreting assessment techniques This text covers assessment/diagnosis in all five critical reading areas: phonemic awareness, phonics, vocabulary, fluency, and comprehension. It is designed for undergraduate and graduate courses in reading diagnosis, reading methods that include a diagnostic component, and for in-service courses on reading/literacy development and diagnosis. http://cw.routledge.com/textbooks/9780415802093/
Linking Theory and Practice of Digital Libraries: 25th International Conference on Theory and Practice of Digital Libraries, TPDL 2021, Virtual Event, September 13–17, 2021, Proceedings (Lecture Notes in Computer Science #12866)
by Gerd Berget Mark Michael Hall Daniel Brenn Sanna KumpulainenThis book constitutes the proceedings of the 25th International Conference on Theory and Practice of Digital Libraries, TPDL 2021, held in September 2021. Due to COVID-10 pandemic the conference was held virtually.The 10 full papers, 3 short papers and 13 other papers presented were carefully reviewed and selected from 53 submissions. TPDL 2021 attempts to facilitate establishing connections and convergences between diverse research communities such as Digital Humanities, Information Sciences and others that could benefit from ecosystems offered by digital libraries and repositories. This edition of TPDL was held under the general theme of “Linking Theory and Practice”. The papers are organized in topical sections as follows: Document and Text Analysis; Data Repositories and Archives; Linked Data and Open Data; User Interfaces and Experience.
Linking Theory to Practice – Case Studies for Working with College Students
by Frances K. Stage Steven M. HubbardFramed by an overview of theories that guide student affairs practice, the cases in this book present a challenging array of problems that student affairs and higher education personnel face, such as racial diversity, alcohol abuse, and student activism. The revised edition has thirty new cases, with content on issues that reflect the complexity of today's environment at colleges and universities, including the expanded use of social networking, the rise in mental health issues, bullying, study abroad, and athletics. The fully updated edition includes new references, expanded theory with an increased emphasis on race, ethnicity, and sexual orientation, and three entirely new chapters on admissions, student identity, and campus life. An excellent teaching tool, this book challenges students to consider multiple overlapping issues within a single case study. Features include: A two-part structure that sets the stage for case study methods and links student affairs theory with practical applications Cases written by well-known and respected contributors set in a wide variety of institution types and locations Over 35 complex case studies reflecting the multifaceted issues student affairs professionals face in today's college environment.
Linking Theory to Practice: Case Studies For Working With College Students (Third Edition)
by Frances K. Stage Steven M. HubbardFramed by an overview of theories that guide student affairs practice, the cases in this book present a challenging array of problems that student affairs and higher education personnel face, such as racial diversity, alcohol abuse, and student activism. The revised edition has thirty new cases, with content on issues that reflect the complexity of today's environment at colleges and universities, including the expanded use of social networking, the rise in mental health issues, bullying, study abroad, and athletics. The fully updated edition includes new references, expanded theory with an increased emphasis on race, ethnicity, and sexual orientation, and three entirely new chapters on admissions, student identity, and campus life. An excellent teaching tool, this book challenges students to consider multiple overlapping issues within a single case study. Features include: A two-part structure that sets the stage for case study methods and links student affairs theory with practical applications Cases written by well-known and respected contributors set in a wide variety of institution types and locations Over 35 complex case studies reflecting the multifaceted issues student affairs professionals face in today's college environment.
Linking Theory to Practice: Case Studies for Working with College Students
by Frances K. Stage Steven M. HubbardFramed by an overview of theories that guide student affairs practice, the cases in this book present a challenging array of problems that student affairs and higher education personnel face on campus, such as racial diversity, alcohol abuse, and student activism. This revised fourth edition contains 20 new cases reflecting current campus issues, including identity, study abroad, social media, bullying, housing and food insecurity, student activism, and other perennial campus issues. An excellent teaching tool, this book provides a comprehensive and realistic set of challenges to prepare aspiring student affairs professionals for the increasingly complex college environment. Features include: A structure that sets the stage for case study methods and links student affairs theory with practical applications. Cases written by well-known and respected contributors set in a wide variety of institution types and locations. Over 35 complex case studies reflecting the multifaceted issues student affairs professionals face in today’s college environment.
Linking Theory with Practice in the Classroom: A Hybrid Model of Lesson Study Research in Action (WALS-Routledge Lesson Study Series)
by John Elliott Vicky ChristoforatouFocusing on the professional learning journeys of practising teachers and their tutors, this book takes readers through the experiences of teachers on the Developing Innovative Pedagogies through the Lesson Study module at the University of East Anglia.Building on the perspectives of teachers practising Lesson Study, the book delves into the design of a series of action research cycles to solve authentic learning and teaching problems in a variety of educational settings. In addition to theoretical tools and concepts on pedagogy, this book gives voice to teachers who become researchers while crossing the boundaries of school and university and the boundaries of theory and practice. The teacher researchers ask their own questions, test their hypotheses and work collaboratively with their school colleagues to experiment with teaching strategies aimed at learning with understanding. The chapters feature the voices of the pupils themselves and their experiences of learning within a range of educational settings and phases.Written for teachers, leaders in education, teacher educators and researchers, this book shows that the combination of good learning theories and teacher collaboration help bridge the gap between theory and practice in teachers’ professional learning and enable learners to deepen their knowledge and understanding.
Links Between Beliefs and Cognitive Flexibility
by Geraldine Clarebout Elmar Stahl Jan Elen Rainer BrommeWith the world and its structures becoming ever more complex, and the nature of future employment becoming ever more unpredictable, the notion of 'cognitive flexibility' has a high profile in educational and psychological debate. The contributions in this volume analyze the nature of cognitive flexibility, as well as the impact of different types of beliefs on cognitive flexibility. Making adequate decisions requires considering input from a variety of continuously evolving sources rather than adhering to predetermined procedures. Adopting a position in a debate necessitates the critical evaluation of different alternatives, while solving a problem entails selecting appropriate problem-solving strategies. Meanwhile, studying requires students to integrate a range of interventions, and treating a patient involves making a differential diagnosis. The common factor, cognitive flexibility, lies at the core of effective functioning in complex, domain-specific environments. Cognitive flexibility can be described as the disposition to consider diverse information elements while deciding on how to solve a problem or to execute a learning-related task in a variety of domains. The concept of 'disposition' implies that individuals will not always demonstrate cognitive flexibility even if they are in principle able to act in a cognitively flexible way. The notion does not require that alternatives are always deliberately considered, which is why this volume's tandem discussion of beliefs is key element of the discussion. Beliefs play a central role in cognitive flexibility and relate to what individuals consider to be important, valid and/or true. Of specific interest is the relationship between epistemological beliefs and cognitive flexibility, especially as a particular subset of epistemological beliefs seems to be a prerequisite to a cognitively flexible disposition.
Links To Learning: A Curriculum Planning Guide for After-School Programs
by National Institute on Out-of-School TimeThe first of its kind, this book will give after-school programs all of the tools they need for planning a well-balanced program, one that responds to the increasing call for academics in after school while addressing the full range of children's developmental needs. Provides an overview of learning and child development; offers tips and tools for selecting, planning developing and evaluating after-school activities; and demonstrates how to link these activities to sample learning and quality standards. Introduces the reader to curriculum resources focusing on seven "key learning areas" believed to be central to comprehensive, high-quality after-school programs.
Links: My Family in American History
by William A. LinkArthur Link (1920-1998) was one of the great historians of his generation, a prolific author with a wide following inside and outside the profession. For many years the foremost authority on Woodrow Wilson, he wrote a five-volume biography of the president and edited a sixty-nine volume edition of Wilson’s papers.Margaret Link (1918-1996), his wife and fellow North Carolinian, was the emotional core of the family. As an activist, she helped form an interdenominational crisis ministry in Princeton that reached out to the poor with counseling, clothing, and food, and she was a cofounder and president of the Association for the Advancement of Mental Health.In Links, their youngest son--an accomplished and award-winning historian--offers a moving and unsentimental biography of two individuals who experienced the intense change and tumult of the South during the mid-twentieth century. Drawing from a rich trove of letters, interviews with friends and family, and unique insights, Link offers a highly detailed, evocative portrait of the coming of age and lifelong partnership of his parents. Links combines the objectivity and critical judgment of the professional historian with the subjectivity and deep emotional connection of the memoirist who participated directly in part of the story.
Linsly School, The
by Robert W. SchrammOlder than the state of West Virginia itself, The Linsly School was the first college preparatory school established west of the Alleghanies. The school was originally founded in 1814 as Wheeling Lancastrian Academy, and became an all-boys institution at the beginning of the Civil War. In 1876, Linsly began serving as a military institution. It is the Linsly doctrine that nothing of substantial or lasting value comes without hard work and sacrifice, and its existence today is testament to that philosophy. Adhering to its motto, "Forward and no retreat!," the school carried itself through almost two centuries of war, pestilence, and economic depressions to become an honored and beloved institution in which generations of students take tremendous pride.Today's non-military, coeducational Linsly School continues to enrich students in grades five through twelve with values of honesty, sportsmanship, hard work, and discipline. Through rare and never-before-seen vintage photographs, The Linsly School chronicles the fascinating and inspiring story of the tribulations and successes of the school itself, and the people who worked, sacrificed, and dreamed to make it happen.