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Illegal Alphabets and Adult Biliteracy: Latino Migrants Crossing the Linguistic Border, Expanded Edition
by Tomás Mario KalmarHow do "illegal aliens" chart the speech sounds of colloquial English? This book is timeless in offering an unusually direct entry into how a group of Mexican fruit pickers analyze their first encounter with local American speech in a tiny rural Midwestern community in the United States. Readers see close up how intelligently migrant workers help each other use what they already know—the alphabetic principle of one letter, one sound—to teach each other, from scratch, at the very first contact, a language which none of them can speak. They see how and why the strategies adult immigrants actually use in order to cope with English in the real world seem to have little in common with those used in publicly funded bilingual and ESL classrooms. What’s new in this expanded edition of Tomás Mario Kalmar’s landmark Illegal Alphabets and Adult Biliteracy are in-depth commentaries from six distinguished scholars—Peter Elbow, Ofelia García, James Paul Gee, Hervé Varenne, Luis Vázquez León, Karen Velasquez—who bring to it their own personal, professional, and (multi)disciplinary viewpoints.
I'm Learning Japanese!
by Christian GalanThis is a fun and entertaining beginner level children's Japanese language book (9 years old and up) that is also appropriate for adults. <P><P>I'm learning Japanese takes a light-hearted approach to the Japanese language by using fun anime-style manga characters to teach Japanese. However, it does not scrimp on content and covers everything from Japanese kanji, kana and grammar to Japanese culture and customs. The book starts out with the main characters, Emily, Nico and Teo sitting on the grass after school, minding their own business, when--unbelievable!--a giant talking fox dressed in a kimono appears. Explaining that he knows magic, speaks 3,000 languages and is respected as a sensei (master), he wonders if the three kids are ready to learn Japanese from him. <P> During the next 128 amusing pages the three friends learn to speak Japanese, read Japanese and write japanese. . . along with taking breaks to try Japanese hot-spring baths, sumo wrestling, Zen meditation and more. Focusing on exactly what the 9 to 13-year-old learner wants to know, this book is carefully set up to allow them to learn Japanese independently, at their own speed, without an adult's help. <P>Every page of I'm Learning Japanese! is in full color and the illustrated comic book-approach, with its speech bubbles and funny side remarks, makes the learning seem to fly. It gives preteens a fun grounding in the language, and one that's accurate and practical. Nothing they learn here is "watered down" or will ever need to be unlearned, should they continue on with their Japanese language studies in school or later in life.
Image, Eye and Art in Calvino
by Birgitte GrundtvigFew recent writers have been as interested in the cross-over between texts and visual art as Italo Calvino (1923-85). Involved for most of his life in the publishing industry, he took as much interest in the visual as in the textual aspects of his own and other writers' books. In this volume twenty international Calvino experts, including Barenghi, Battistini, Belpoliti, Hofstadter, Ricci, Scarpa and others, consider the many facets of the interplay between the visual and textual in Calvinos works, from the use of colours in his fiction to the influence of cartoons, from the graphic qualities of the book covers themselves to the significance of photography and landscape in his fiction and non-fiction. The volume is appropriately illustrated with images evoked by Calvino's major texts.
Imagina
by José A. BlancoIMAGINA, an exciting intermediate Spanish program designed to provide you with an active and rewarding learning experience as you continue to strengthen your language skills and develop cultural competency.
Imagina
by José A. Blanco C. Cecilia Tocaimaza-HatchImagina, 4th Edition, Looseleaf Student Edition
Imagina: Español sin barreras, Curso intermedio de lengua española
by José A. Blanco C. Cecilia Tocaimaza-Hatch Próspero N. GarcíaNIMAC-sourced textbook
Imaginate! Managing Conversations in Spanish (3rd Edition)
by Kenneth Chastain Gail GuntermannIMAGÍNATE! moves students from "textbook" Spanish to more authentic, natural, and flowing speech with practical conversational strategies and useful expressions.
Imagined Communities and Educational Possibilities: A Special Issue of the journal of Language, Identity, and Education
by Thomas Ricento Terrence G. WileyImagined Communities and Educational Possibilities focuses on three main themes: imaged communities expand the range of possible selves, technological advances in the last two decades have had a significant impact on what is possible to imagine, and imagination at even the most personal level is related to social ideologies and hegemonies. The diverse studies in this issue demonstrate convincingly that learners and teachers are capable of imagining the world as different from prevailing realities. Moreover, time and energy can be invested to strive for the realization of alternative visions of the future. Research in this special issue suggests that investment in such imagined communities offers intriguing possibilities for social and educational change.
Imaginez: le français sans frontières, cours de français intermédiaire
by Cherie MitschkeVista Higher Learning is proud to announce the publication of IMAGINEZ: Le français sans frontiers. This textbook program provides a smooth transition between first-year and second-year French texts. IMAGINEZ is designed to engage students actively as they build their language skills and broaden their understanding of the diverse cultures of the francophone world.
Imaginez: le français sans frontières, cours de français intermédiaire
by Cherie MitschkeNIMAC-sourced textbook
Imaginez: Le français sans frontières, Cours de français intermédiaire
by Séverine ChampenyNIMAC-sourced textbook <P><P>Intermediate Course in French
Imagining Jewish Art: Encounters with the Masters in Chagall, Guston, and Kitaj
by Aaron RosenShort-listed for the Art and Christian Enquiry/Mercers' International Book Award 2009: 'a book which makes an outstanding contribution to the dialogue between religious faith and the visual arts'. What does modern Jewish art look like? Where many scholars, critics, and curators have gone searching for the essence of Jewish art in Biblical illustrations and other traditional subjects, Rosen sets out to discover Jewishness in unlikely places. How, he asks, have modern Jewish painters explored their Jewish identity using an artistic past which is- by and large - non-Jewish? In this new book we encounter some of the great works of Western art history through Jewish eyes. We see Matthias Grunewald's Isenheim Altarpiece re-imagined by Marc Chagall (1887-1985), traces of Paolo Uccello and Piero della Francesca in Philip Guston (1913-1980), and images by Diego Velazquez and Paul Cezanne studiously reworked by R.B. Kitaj (1932-2007). This highly comparative study draws on theological, philosophical and literary sources from Franz Rosenzweig to Franz Kafka and Philip Roth. Rosen deepens our understanding not only of Chagall, Guston, and Kitaj but also of how art might serve as a key resource for rethinking such fundamental Jewish concepts as family, tradition, and homeland.
Imagining Terrorism: The Rhetoric and Representation of Political Violence in Italy 1969-2009
by Pierpaolo AntonelloNo other European country experienced the disruption of political and everyday life suffered by Italy in the so-called 'years of lead' (1969-c.1983), when there were more than 12,000 incidents of terrorist violence. This experience affected all aspects of Italian cultural life, shaping political, judicial and everyday language as well as artistic representation of every kind. In this innovative and broad-ranging study, experts from the fields of philosophy, history, media, law, cinema, theatre and literary studies trace how the experience and legacies of terrorism have determined the form and content of Italian cultural production and shaped the country's way of thinking about such events?
Imagining the Creole City: The Rise of Literary Culture in Nineteenth-Century New Orleans
by Rien FertelIn the early years of the nineteenth century, the burgeoning cultural pride of white Creoles in New Orleans intersected with America's golden age of print, to explosive effect. Imagining the Creole City reveals the profusion of literary output -- histories and novels, poetry and plays -- that white Creoles used to imagine themselves as a unified community of writers and readers.Rien Fertel argues that Charles Gayarré's English-language histories of Louisiana, which emphasized the state's dual connection to America and to France, provided the foundation of a white Creole print culture predicated on Louisiana's exceptionalism. The writings of authors like Grace King, Adrien Rouquette, and Alfred Mercier consciously fostered an image of Louisiana as a particular social space, and of themselves as the true inheritors of its history and culture. In turn, the forging of this white Creole identity created a close-knit community of cosmopolitan Creole elites, who reviewed each other's books, attended the same salons, crusaded against the popular fiction of George Washington Cable, and worked together to preserve the French language in local and state governmental institutions. Together they reimagined the definition of "Creole" and used it as a marker of status and power.By the end of this group's era of cultural prominence, Creole exceptionalism had become a cornerstone in the myth of Louisiana in general and of New Orleans in particular. In defining themselves, the authors in the white Creole print community also fashioned a literary identity that resonates even today.
Immigrant Children in Transcultural Spaces: Language, Learning, and Love (Expanding Literacies in Education)
by Marjorie Faulstich OrellanaGrounded in both theory and practice, with implications for both, this book is about children’s perspectives on the borders that society erects, and their actual, symbolic, ideational and metaphorical movement across those borders. Based on extensive ethnographic data on children of immigrants (mostly from Mexico, Central America and the Philippines) as they interact with undergraduate students from diverse linguistic, cultural and racial/ethnic backgrounds in the context of an urban play-based after-school program, it probes how children navigate a multilingual space that involves playing with language and literacy in a variety of forms. Immigrant Children in Transcultural Spaces speaks to critical social issues and debates about education, immigration, multilingualism and multiculturalism in an historical moment in which borders are being built up, torn down, debated and recreated, in both real and symbolic terms; raises questions about the values that drive educational practice and decision-making; and suggests alternatives to the status quo. At its heart, it is a book about how love can serve as a driving force to connect people with each other across all kinds of borders, and to motivate children to engage powerfully with learning and life.
The Impact of Mother Tongue Illiteracy on Second Language Acquisition: The Case of French and Wolof in Senegal (Routledge Research in Language Education)
by Moustapha FallThis text illustrates the crucial role of the mother tongue literacy in second language acquisition by presenting findings from a comparative study conducted in primary schools in Senegal. In addition, the volume provides an in-depth look at the linguistic history of Senegal before, during, and after French colonialism. The Impact of Mother Tongue Illiteracy on Second Language Acquisition discusses the socio-linguistic landscape and ethnolinguistic composition of Senegal and its effect on the second language acquisition. An in-depth analysis of children’s phonological awareness, decoding, and reading comprehension in French reveals significant disparities in the literacy skills of Wolof children who have been exposed to Arabic and Qur’anic texts prior to schooling, and those who have not. In doing so, the text explores the impacts of post-colonial language policies in Africa, highlights the pedagogical consequences of mother tongue illiteracy, and questions the use of French as the only language of instruction in Senegalese schools. This detailed research text will of great interest and use to graduate and postgraduate students, researchers, academics, professionals and policy makers in the field of Second Language Acquisition, Multicultural Education, Applied Linguistics, French language education and, Language Policy and Planning.
The Impacts of Language and Literacy Policy on Teaching Practices in Ghana: Postcolonial Perspectives on Early Literacy and Instruction (Routledge Research in Literacy)
by Philomena Osseo-AsareThis text critically examines changes in Ghanaian language and literacy policy following independence in 1957 to consider its impacts on early literacy teaching. By adopting a postcolonial theoretical perspective, the text interrogates the logic behind policy changes which have prioritised English, local language, or biliteracy. It draws on data from interviews with teachers and researcher observation to demonstrate how policies have influenced teaching and learning. Dr Osseo-Asare’s findings inform the development of a conceptual framework which highlights the socio-cultural factors that impact the literacy and biliteracy of young children in Ghana, offering solutions to help teachers combat the challenges of frequent policy changes. This timely monograph will prove to be an essential resource not only for researchers working on education policies, teacher education, and English-language learning in postcolonial Ghana but also for those looking to identify the thematic and methodological nuances of studying literacy and education in postcolonial contexts.
Improving Learner Reflection for TESOL: Pedagogical Strategies to Support Reflective Learning (Routledge Research in Language Education)
by Li-Shih HuangPresenting comprehensive research conducted with learners and educators in a range of settings, this volume showcases self-reflection as a powerful tool to enhance student learning. The text builds on empirical insights to illustrate how language professionals can foster critical self-reflection amongst learners of English as an additional language. This text uses ecologically sensitive practitioner research that addresses issues of both practical and pedagogical significance in the fields of TESOL, language teaching and learning, and teacher education. By synthesizing interdisciplinary research and theory, chapters show how various types of self-reflection—including guided and non-guided; group and individual forms; and written, oral, and technology-mediated reflection—can promote autonomous, self-regulated learning amongst students at various levels. Whilst offering readers a strong grounding in the theoretical and empirical knowledge that supports self-reflection, the volume gives constant attention is given to praxis, with a focus on effective pedagogical strategies and tools needed to implement, encourage, and evaluate critical learner reflection in readers’ own teaching or research. This volume will be a critical resource for language-teaching professionals interested in critical learner reflection, including in-service, pre-service, and teacher educators in the field of TESOL. Scholars and researchers in the fields of applied linguistics and language education more broadly will find this volume valuable.
Improving Testing For English Language Learners
by Rebecca KoprivaMore than any book to date, this one provides a comprehensive approach to designing, building, implementing and interpreting test results that validly measure the academic achievement of English language learners. It scaffolds the entire process of test development and implementation and discusses essential intervention points. The book provides the type of evidence-based guidance called for in federal mandates such as the NCLB legislation. Key features of this important new book include the following… Comprehensive – This book recommends methods for properly including ELLs throughout the entire test development process, addressing all essential steps from planning, item writing and reviews to analyses and reporting. Breadth and Depth of Coverage– Coverage includes discussion of the key issues, explanations and detailed instructions at each intervention point. Research Focus – All chapters include an extensive review of current research. Emerging Trends – The chapters summarize guidance appropriate for innovative computer-based assessments of the future as well as the paper-and-pencil tests of today. This book is appropriate for anyone concerned with the development and implementation of fair and accurate testing programs for English language learners. This includes university based researchers, testing personel at the federal, state and local levels, teachers interested in better assessing their diverse student populations and those involved in the testing industry. It is also appropriate for instructors teaching undergraduate and graduate courses devoted to testing the full range of students in todays schools.
In Isolation: Dispatches from Occupied Donbas (Harvard library of Ukrainian literature; #1)
by Stanislav AseyevIn this exceptional collection of dispatches from occupied Donbas, writer and journalist Stanislav Aseyev details the internal and external changes observed in the cities of Makiïvka and Donetsk in eastern Ukraine. Aseyev scrutinizes his immediate environment and questions himself in an attempt to understand the reasons behind the success of Russian propaganda among the working-class residents of the industrial region of Donbas. In this work of documentary prose, Aseyev focuses on the early period of the Russian-sponsored military aggression in Ukraine’s east, the period of 2015–2017. The author’s testimony ends with his arrest for publishing his dispatches and his subsequent imprisonment and torture in a modern-day concentration camp on the outskirts of Donetsk run by lawless mercenaries and local militants with the tacit approval and support of Moscow. For the first time, an inside account is presented here of the toll on real human lives and civic freedoms that the citizens of Europe’s largest country continue to suffer in Russia’s hybrid war on its territory.
In Other Words
by Ann Goldstein Jhumpa Lahiri<P>From the Pulitzer Prize winner, a surprising, powerful and eloquent non-fiction debut.In Other Words is at heart a love story--of a long and sometimes difficult courtship, and a passion that verges on obsession: that of a writer for another language. <P>For Jhumpa Lahiri, that love was for Italian, which first captivated and capsized her during a trip to Florence after college. And although Lahiri studied Italian for many years afterward, true mastery had always eluded her. So in 2012, seeking full immersion, she decided to move to Rome with her family, for "a trial by fire, a sort of baptism" into a new language and world. <P> In Rome, Lahiri began to read, and to write--initially in her journal--solely in Italian. In Other Words, an autobiographical work written in Italian, investigates the process of learning to express oneself in another language, and describes the journey of a writer seeking a new voice. Presented in a dual-language format, it is a book about exile, linguistic and otherwise, written with an intensity and clarity not seen since Nabokov. <P>A startling act of self-reflection and a provocative exploration of belonging and reinvention. Translated from the Italian by Ann Goldstein. <P><b>A New York Times Bestseller</b>
In Other Words: In Other Words
by Jhumpa Lahiri Ann GoldsteinIn Other Words is a revelation. It is at heart a love story—of a long and sometimes difficult courtship, and a passion that verges on obsession: that of a writer for another language. For Jhumpa Lahiri, that love was for Italian, which first captivated and capsized her during a trip to Florence after college. Although Lahiri studied Italian for many years afterward, true mastery always eluded her. Seeking full immersion, she decides to move to Rome with her family, for “a trial by fire, a sort of baptism” into a new language and world. There, she begins to read, and to write—initially in her journal—solely in Italian. <p><p> In Other Words, an autobiographical work written in Italian, investigates the process of learning to express oneself in another language, and describes the journey of a writer seeking a new voice. Presented in a dual-language format, this is a wholly original book about exile, linguistic and otherwise, written with an intensity and clarity not seen since Vladimir Nabokov: a startling act of self-reflection and a provocative exploration of belonging and reinvention.
In Our Own Words: Student Writers at Work
by Rebecca Mlynarczyk Steven B. HaberIn Our Own Words takes the unique approach of using student writing as a resource for writing instruction and idea development.
In the Light of Contradiction: Desire in the Poetry of Federico Garcia Lorca
by RobertaAnn QuanceIn 1926, as a young man of 28 with a growing reputation as an oral poet, Federico Garcia Lorca (1898-1936) toyed with the idea of proving his worth in writing by bringing out a boxed set of three volumes of his verse. Because the Suites , Canciones , and the Poema del cante jondo eventually came out singly (in the case of the Suites , posthumously), readers have not always realised that they formed a single body of work -- one which, Lorca himself was surprised to note, has 'una rarisima unidad', an odd unity of aims and accomplishment. This is poetry which takes up the question of desire in progressively depersonalizing ways, and shows modernism coming into being. Through renunciation, by cutting away the personal and the taboo, Lorca created a poetry that, like no other in Europe, stood between the avant-garde and oral traditions, making their contradictions his truth. Roberta Ann Quance is Senior Lecturer in Spanish at Queen's University, Belfast.
Inclusive Teaching Strategies for Discipline-based English Studies
by Hing Wa Helena SitThis book presents empirical findings that reveal various teaching strategies and responses from two sub-cultural groups of students, i. e. local Hong Kong and Mainland students, with regard to their English studies. It puts forward a constructive model for innovative teaching strategies to enhance language attainment and classroom interaction in a multicultural learning environment in Hong Kong. It highlights inclusive teaching strategies with instructional, inspirational and interactional components to accommodate diverse learners and promote their classroom interaction. In addition to contributing to innovation in higher education in Hong Kong, the lessons learned here can be universally applied to ESL/EFL teaching and education reform around the world. Further, they support better learning and teaching at universities in the context of internationalization. The book will above all benefit undergraduate students in ESL/EFL teacher training programs, and post-graduate research students in applied linguistics, language education and second language teacher education. It also offers a valuable reference book for university lectures in teacher education, researchers in higher education in China, and TESOL/TEFL instructors in English-speaking countries (the UK, USA, Canada, Australia, New Zealand etc. ).