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Pragmatics in Korean and Japanese Translation
by Jieun Kiaer Ben CaganThis book explores how the greater amount of pragmatic information encoded in Korean and Japanese can result in pragmatic (in)visibility when translating between those languages and English. Pragmatic information must be added when translating from English to Korean or Japanese and is easily lost when translating in the other direction. This book offers an analysis of translations in Japanese and Korean of Harry Potter and the Philosopher’s Stone and The Hobbit, or There and Back Again to show how the translated versions crystallise the translators’ interpretations of relationships in the way characters address one another. This book discusses fan translations of Korean and Japanese to English of various popular media, observing that the emotional meanings easily lost when translating in this direction are often deemed important enough to warrant the insertion of additional explanatory material. The book additionally discusses the role of fan translation in the construction of international online communities and a heightened communal commentary on translation. Western translation commentary has historically lacked sufficient emphasis on translation to and from East Asian languages, and these case studies help to address a problem of central importance to translation to and from languages that encode interpersonal dynamics in dramatically different ways to English. This book will be of interest to students and researchers in translation studies, particularly in Korean and Japanese translation. The book will also appeal to students and researchers of the Korean and Japanese languages.
Pragmatics Pedagogy in English as an International Language (Routledge Advances in Teaching English as an International Language Series)
by Zia Tajeddin and Minoo AlemiPragmatics Pedagogy in English as an International Language aims to bring to light L2 pragmatics instruction and assessment in relation to English as an International Language (EIL). The chapters in this book deal with a range of pedagogically related topics, including the historical interface between L2 pragmatics and EIL, reconceptualization of pragmatic competence in EIL, intercultural dimension of pragmatics pedagogy in EIL, teacher pragmatic awareness of instruction in the context of EIL, pragmatics of politeness in EIL, pragmatic teaching materials for EIL pedagogy, teachers’ and scholars’ perceptions of pragmatics pedagogy in EIL, assessment and assessment criteria in EIL-aware pragmatics, and methods for research into pragmatics in EIL. This book is different from other books about both EIL pedagogy and pragmatics pedagogy. Exploring the interface between different dimensions of pragmatics pedagogy and EIL, it suggests instructional and assessment tasks for EIL-aware pedagogy and directions for research on EIL-based pragmatics pedagogy. Pragmatics Pedagogy in English as an International Language will be useful for a range of readers who have an interest in the pragmatics instruction and assessment of EIL as well as those whose main area of specialization is EIL but would like to know how EIL, with its rich conceptual and empirical background, can go beyond linguistic instruction to embrace the instruction of pragmatic competence.
Praxis-oriented Pedagogy for Novice L2 Teachers: Developing Teacher Reasoning (ESL & Applied Linguistics Professional Series)
by Karen E. Johnson Deryn P. Verity Sharon S. ChildsIn this cutting-edge book on L2 teacher education, experts Johnson, Verity, and Childs demonstrate how praxis-oriented pedagogy grounded in the principles of Vygotskian Sociocultural Theory (VSCT) can have a meaningful impact on L2 teachers’ development. Starting with a clear definition of praxis-oriented pedagogy, the authors lay out a theoretical foundation and document how appropriately designed praxis-oriented L2 teacher education pedagogy supports the development of novice teacher reasoning. Drawing from a longitudinal study of L2 novice teachers, chapters address teachers’ understanding, learning, and cognitive development and how their capabilities grow in creating and implementing engaging language learning environments for their ESL students. At the core of the book lies a unique set of pedagogical concepts: linguistically compact, conceptually rich chunks of language that function as psychological tools for learning and teaching. By covering teachers’ changes in understanding, reasoning, and pedagogical activities, the book reveals the role that pedagogical concepts play in praxis-oriented pedagogy. Essential reading for language teacher educators, language teachers, and researchers, this book makes the VSCT principles that inform praxis-oriented pedagogy both clear and accessible.
Premchand on Literature and Life: Selections (Translated from the Hindi)
by Ameena Kazi Ansari Ruchi NagpalPremchand on Literature and Life is a collection of Premchand's (1880-1936) fifty non-fiction prose pieces translated into English. The selected pieces in the collection compirse his editorials and articles which appeared in literary magazines and periodicals like Hans and Zamana, and cover a period from the early 1920s till 1936. In them, Premchand emerges as a literary critic and social commentator, holding forth on literature, his literary world, and the socio-cultural milieu of his ties. His keen observations and insightful critique are a call for evolving appropriate processes and agencies to encourage literary creativity and evaluation. In the selected prose pieces, Premchand’s views are like a prism through which a nation's literary quotient can be assessed. This book is co-published with Aakar Books. Print edition not for sale in South Asia (India, Sri Lanka, Nepal, Bangladesh, Pakistan and Bhutan)
Prentice Hall AP Spanish: Preparing for the Language Examination
by Jose Diaz Margarita Leicher-Prieto Gilda NissenbergNIMAC-sourced textbook
Prentice Hall Realidades, 1
by Peggy Palo Boyles Myriam Met Richard S. SayersNIMAC-sourced textbook
Prentice Hall Realidades, 1
by Peggy Palo Boyles Myriam Met Richard S. SayersNIMAC-sourced textbook
Prentice Hall Realidades, 1
by Peggy Palo Boyles Myriam Met Richard S. Sayers Carol Eubanks WarginNIMAC-sourced textbook
Prentice Hall Realidades, 3
by Peggy Palo Boyles Myriam Met Richard S. SayersNIMAC-sourced textbook
Prentice Hall Realidades, A
by Peggy Palo Boyles Myriam Met Richard S. SayersNIMAC-sourced textbook
Preparing Classroom Teachers to Succeed with Second Language Learners: Lessons from a Faculty Learning Community (Routledge Research in Teacher Education)
by Thomas H. Levine Elizabeth R. Howard David M. MossThis volume identifies resources, models, and specific practices for improving teacher preparation for work with second language learners. It shows how faculty positioned themselves to learn from resources, experts, preservice teachers, their own practice, and each other. The teacher education professionals leverage their experience to offer theoretical and practical insights regarding how other faculty could develop their own knowledge, improve their courses, and understand their influence on the preservice teachers they serve. The book addresses challenges others are likely to experience while improving teacher preparation, including preservice teacher resistance, the challenge of adding to already-packed courses, the difficulty of recruiting and retaining busy faculty members, and the question of how to best frame the larger issues. The authors also address options for integrating the work of improving teacher preparation for linguistic diversity into a variety of different teacher education program designs. Finally, the book demonstrates a data-driven approach that makes this work consistent with many institutions’ mandate to produce research and to collect evidence supporting accreditation.
Preparing Every Teacher to Reach English Learners: A Practical Guide for Teacher Educators
by Joyce W. Nutta Kouider Mokhtari Carine Strebel2013 Outstanding Book Award, American Association of Colleges for Teacher Education (AACTE)Preparing Every Teacher to Reach English Learners presents a practical, flexible model for infusing English learner (EL) instruction into teacher education courses. The editors outline the key steps involved in this approach—winning faculty support, assessing needs, and developing capacity—and share strategies for avoiding pitfalls. The central chapters feature sample courses illustrating how EL content can be incorporated into standard courses (human development, learning disabilities, and social foundations) and across subject areas and topics (math, science, social science, physical education, and classroom management). Most preservice teacher candidates report that they feel unprepared to work with English learners. This practical, flexible model for infusing EL content into teacher education will provide an invaluable resource in shaping the next generation of teachers.
Preparing Teachers to Teach English as an International Language
by Aya MatsudaThis book explores ways to prepare teachers to teach English as an International Language (EIL) and provides theoretically-grounded models for EIL-informed teacher education. The volume includes two chapters that present a theoretical approach and principles in EIL teacher education, followed by a collection of descriptions of field-tested teacher education programs, courses, units in a course, and activities from diverse geographical and institutional contexts, which together demonstrate a variety of possible approaches to preparing teachers to teach EIL. The book helps create a space for the exploration of EIL teacher education that cuts across English as a Lingua Franca, World Englishes and other relevant scholarly communities.
Prepositions (Barron's ESL Proficiency)
by Jean Yates Ph.D.Barron&’s ESL Proficiency Series: Prepositions provides comprehensive coverage of this most difficult topic in English grammar. The idiosyncratic nature of prepositions often makes them a barrier to achieving English language proficiency. Jean Yates offers clear explanations with lots of examples and opportunities to practice. Content is organized into simple 15-minute units each of which has its own practice exercises. An answer key is included in the back of the book. The ESL Profiency Series is a valuable tool for ESL teachers, tutors and learners who want to advance their English language skills for work, school or to prepare for proficiency tests such as TOEFL, IELTS, or TOEIC. It is ideal for independent study.
The Presupposition and Discourse Functions of the Japanese Particle Mo (Outstanding Dissertations in Linguistics)
by Sachiko ShudoFirst Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
Preventing Long-Term ELs: Transforming Schools to Meet Core Standards
by Margarita Espino Calderon Dr Liliana Minaya-Rowe10 keys to keeping English learners from falling through the cracks Students who struggle with English are likely to struggle with academic content throughout their school years. Many drop out. This practical guidebook’s 10 components for success will help educators at all levels close this achievement gap. Included are step-by-step instructions for integrating language, literacy, and subject matter to improve student learning. Key features include: A clearly articulated, evidence-based professional development program for effectively teaching English language learners Research-based coaching practices for improving instruction Ways to implement the program while concurrently meeting core standards and content objectives
Primary Languages: Effective Learning And Teaching (Achieving QTS Series)
by Cynthia MartinPrimary languages are to be an entitlement for all pupils in KS2 from 2010. There is therefore a need to ensure that trainee primary teachers are equipped with the required skills, knowledge and understanding to contribute to this process. This book supports specialists, and also non-specialist trainees with an interest in MFL, who may need to deliver languages across the curriculum, providing them with a clear understanding of the methodology and helping them to develop linguistic competence and confidence.
Primary School English-Language Education in Asia: From Policy to Practice (Routledge Critical Studies in Asian Education #1)
by Bernard Spolsky Young-In MoonIn Asia, English is no longer a foreign language but a key resource for education, government, business and the general public. Whereas thirty years ago, British and American experts believed that the best way to improve the quality of English teaching was to cancel any programs below the secondary level, Asian nations as well as European are now introducing English in primary school. But there are major obstacles to overcome: the training of enough local teachers or the hiring of English speakers, the preparation of suitable teaching materials, the development of useful tests, and the design of workable curriculums. The chapters in this book, written by leading English-teaching professionals in seven Asian countries and originally delivered at the 2010 annual conference of Asia TEFL which took place in Hanoi, Vietnam, describe and analyze national policies and how they are implemented. The coverage is wide: China with its huge number of students learning English, Japan working to make the transition from elementary to secondary school seamless, Singapore continuing to use English as medium of instruction for its multilingual population, Korea developing English education policies to recognize the increased role of English alongside the national language, India building on its colonial past to make English an economic resource, Vietnam fitting English into a program of national rebuilding, and Taiwan spreading its English teaching outside the national capital. This is not a report of the views of outside experts, but of local experiences understood by local scholars of international standing. Policy makers, educators, researchers and scholars will be able to gain valuable insights from Asian experts.
A Primer of Biblical Greek (Eerdmans Language Resources (ELR))
by N. Clayton CroyThough there are currently a number of texts for teaching biblical Greek, most of them are plagued by various deficiencies. Written with these flaws in mind, this new primer by N. Clayton Croy offers an effective, single-volume introduction to biblical Greek that has proven successful in classrooms around the country.This volume takes a primarily deductive approach to teaching biblical Greek and assumes that students have no prior knowledge of the language. Divided into 32 separate lessons, each containing a generous number of exercises, the text leads students from the Greek alphabet to a working understanding of the language of the Septuagint and the New Testament.Special features of A Primer of Biblical Greek:An abundance of exercisesEach lesson includes practice sentences taken from the Septuagint and the New Testament as well as Greek sentences composed by the author. Exercises in English-to-Greek translation are also included.Concise but accurate grammatical explanationsGreat care has been taken to insure that grammatical explanations are clear, correct, and succinct. In particular, the Greek participle receives a fuller-than-usual treatment.A natural order of presentationMaterial is presented according to the natural structure of Greek and the traditional terminology of grammarians. Declensions and principal parts, for example, are presented in numerical order.Inclusive languageThe book uses inclusive language for human beings throughout.Helpful appendixes for quick referenceIncluded at the back of the book are the Greek paradigms, Greek-to-English vocabulary, English-to-Greek vocabulary, and a bibliography for further study.
A Primer of Botanical Latin with Vocabulary
by Alex George Am Emma ShortLatin is one of two acceptable languages for describing new plants, and taxonomists must be able to translate earlier texts in Latin. Providing a simple explanation of Latin grammar along with an in-depth vocabulary, this is an indispensable guide for systematic botanists worldwide. All relevant parts of speech are discussed, with accompanying examples as well as worked exercises for translating diagnoses and descriptions to and from Latin. Guidelines for forming specific epithets are also included. The authors cross-reference their grammar to Stearn's Botanical Latin and to articles in the International Code of Nomenclature for Algae, Fungi and Plants. The comprehensive vocabulary is enhanced with terms from recent glossaries for non-flowering plants - lichens, mosses, algae, fungi and ferns - making this an ideal resource for anyone looking to hone their understanding of Latin grammar and to translate botanical texts from the past 300 years.
Principles and Practices for Response in Second Language Writing: Developing Self-Regulated Learners (ESL & Applied Linguistics Professional Series)
by Maureen Snow Andrade Norman W. EvansBased on the assumptions that students expect feedback and want to improve, and that improvement is possible, this book introduces a framework that applies the theory of self-regulated learning to guide second language writing teachers’ response to learners at all stages of the writing process. This approach provides teachers with principles and activities for helping students to take more responsibility for their own learning. By using self-regulated learning strategies, students can increase their independence from the teacher, improve their writing skills, and continue to make progress once the course ends, with or without teacher guidance. The book focuses on the six dimensions of self-regulated learning —motive, methods of learning, time, physical environment, social environment, and performance. Each chapter offers practical activities and suggestions for implementing the principles and guidelines, including tools and materials that teachers can immediately use.
Principles and Practices for Teaching English as an International Language (ESL & Applied Linguistics Professional Series)
by Lubna Alsagoff Willy A. Renandya Guangwei Hu Sandra Lee McKayWhat general principles should inform a socioculturally sensitive pedagogy for teaching English as an International Language and what practices would be consistent with these principles? This text explores the pedagogical implications of the continuing spread of English and its role as an international language, highlighting the importance of socially sensitive pedagogy in contexts outside inner circle English-speaking countries. It provides comprehensive coverage of topics traditionally included in second language methodology courses (such as the teaching of oral skills and grammar), as well as newer fields (such as corpora in language teaching and multimodality); features balanced treatment of theory and practice; and encourages teachers to apply the pedagogical practices to their own classrooms and to reflect on the effects of such practices. Designed for pre-service and in-service teachers of English around the world, Principles and Practices for Teaching English as an International Language fills a critical need in the field.
Principles of Language Learning and Teaching: A Course in Second Language Acquisition
by H. Douglas Brown Heekyeong LeeThe seventh edition of this classic second language acquisition (SLA) text provides an overview of the theoretical foundations of language teaching. This new edition has been updated to capture current research and practice in the field. Among concepts that are either redefined or entirely new are: Language learning in an era of globalization and multilingualism The significance of transnationalism, identity, investment, agency, and ideology Language learning as situated, usage-based, and socioculturally contextualized The importance of emotional engagement, intercultural sensitivity, and self-efficacy in language learning Transdisciplinary and ecological approaches as keys to language teaching in the 21st century The seventh edition also retains useful historical information and foundational cornerstones of SLA that teachers have found beneficial in their instruction. Key principles continue to be presented and explained with direct application to classroom language education and real-life contexts. Features such as "Points to Ponder" (questions for readers’ personal reflection), classroom connections and "Tips for Teaching," suggested readings, and a glossary of terminology are updated in this edition. With its reader-friendly style, practical pedagogical tools, and comprehensive coverage of state-of-the-art research findings, this edition serves as an essential resource for language teacher education programs worldwide, catering to the needs of both novice and experienced language teachers.
Prism: Level 1 Student's Book With Online Workbook Reading And Writing (Prism)
by Richard O'Neill Michele Lewis Wendy Asplin Carolyn FloresPrism Level 1 Student's Book Reading and Writing 9
Prism Level 2: Listening and Speaking
by Sabina Ostrowska Nancy Jordan Angela Blackwell Janet GokayPaired skills course focusing on critical thinking, academic skills, and language students need most. Prism is a five-level (A1 to C1), American English paired-skills course (Reading/Writing and Listening/Speaking), created for students who need to develop a range of academic skills. This Level 2 (B1) Listening and Speaking Student's Book prepares students for college classes by developing their listening, speaking, critical thinking, and pronunciation skills, including pronunciation for listening. Special sections teach how to be a successful college student, and the accompanying video program sets the stage for each unit's topic. Inside the book is a single-use code for the online workbook. This provides automatically graded extra practice and works on PCs and Macs.