DOCSLIB.ORG

Word-To-Word Bilingual Dictionaries Available for the Forward Exam

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Word-To-Word Bilingual Dictionaries Available for the Forward Exam Word-to-Word Bilingual Dictionaries Available for the Forward Exam These word-to-word bilingual dictionaries can be used by students who are currently reported as English learners (ELs) and may still need this support from time-to-time in the classroom. The bilingual dictionaries listed in this publication are limited to those that provide word-to-word translations only. This is not an exhaustive list of available bilingual word-to-word dictionaries, but is intended to aid districts in their selection process and ensuring that students who may need this support for the classroom and assessment have access to it. Additionally, students who may use electronic word-to-word dictionaries in the classroom must use a paper based version. The use of dictionaries as an allowable accommodation or linguistic support is assessment specific. AFRIKAANS Amharic Word to Word® Bilingual Dictionary English-Amharic/Amharic-English Afrikaans-English/English-Afrikaans Practical Bilingual Dictionaries, Inc., 2010 18,000 Dictionary Hippocrene Books, Inc., 2000 entries 25,000 entries ISBN-13: 9780933146594 ISBN-13: 9780781808460 ISBN-10: 0933146590 ISBN-10: 0781808464 ARABIC ALBANIAN Arabic-English/English-Arabic (Modern Albanian-English/English-Albanian Practical Standard) Compact Dictionary Hippocrene Books, Dictionary Hippocrene Books, Inc., 2006 Inc., 2004 3,700 entries ISBN-13: 18,000 entries 9780781810449 ISBN-13: 9780781804196 ISBN-10: 0781810442 ISBN-10: 0781804191 Arabic Practical Dictionary ArabicEnglish/English- Albanian Standard Dictionary Arabic Hippocrene Books, AlbanianEnglish/English-Albanian Hippocrene Inc., 2004 18,000 entries Books, ISBN-13: 9780781810456 Inc., 2004 24,000 entries ISBN-10: 0781810450 ISBN-13: 9780781809795 ISBN-10: 0782809797 Arabic-English/English-Arabic Standard Dictionary Hippocrene Books, Inc., 1995 Albanian Word to Word® Bilingual 30,000 entries Dictionary English-Albanian/AlbanianEnglish ISBN-13: 9780781803830 Bilingual Dictionaries, Inc., 2010 ISBN-10: 0781803837 18,000 entries ISBN-13: 9780933146495 ISBN-10: 0933146493 Arabic Word to Word® Bilingual Dictionary English-Arabic/Arabic-English Bilingual AMHARIC Dictionaries, Inc., 2008 18,500 entries 13: 9780933146419 Amharic-English/English-Amharic Dictionary 10: 0933146418 English-Arabic/Arabic- Hippocrene Books, Inc., 1997 27,000 entries English Romanized ISBN-13: 9780781801157 ISBN-10: 078180115X Concise Dictionary Hippocrene Books, Inc., BUGOTU 2010 8,000 entries ISBN-13: 9780781806862 Bugotu-English/English-Bugotu Concise ISBN-10: 0781806860 Dictionary Hippocrene Books, Inc., 1998 4,700 entries Pocket Arabic Dictionary ArabicEnglish/English- ISBN-13: 9780781806602 Arabic Tuttle Publishing, ISBN-10: 0781806607 2004 3,000 entries ISBN-13: 9780794601836 BULGARIAN ISBN-10: 0794601839 Bulgarian-English/English-Bulgarian Practical ARMENIAN Dictionary Hippocrene Books, Inc., 1992 8,500 entries Armenian-English/English-Armenian Concise ISBN-13: 9780870521454 Dictionary Hippocrene Books, Inc., 2011 ISBN-10: 0870521454 $16.95 10,000 entries ISBN-13: 9780781801508 BURMESE ISBN-10: 0781801508 Burmese-English/English-Burmese Compact AZERBAIJANI Dictionary Paiboon Publishing, Inc., 2009 20,000 entries Azerbaijani-English/English-Azerbaijani ISBN-13: 9781887521581 Concise Dictionary Hippocrene Books, Inc., ISBN-10: 1887521585 1995 8,000 entries ISBN-13: 9780781802444 Burmese Word to Word® Bilingual ISBN-10: 078180244X Dictionary English-Burmese/Burmese-English Bilingual Dictionaries, Inc., 2010 18,000 BENGALI entries ISBN-13: 9780933146501 Bengali (Bangla)-English/ English-Bengali ISBN-10: 0933146507 Practical Dictionary Hippocrene Books, Inc., 2011 13,000 entries Pocket Burmese Dictionary ISBN-13: 9780781812702 BurmeseEnglish/English-Burmese Tuttle Publishing, ISBN-10: 0781812704 2008 3,000 entries 13: 9780794605735 Bengali Word to Word® Bilingual Dictionary 10: 0794605737 English-Bengali/Bengali-English Bilingual Dictionaries, Inc., 2008 17,500 entries BYELORUSSIAN ISBN-13: 9780933146303 ISBN-10: 0933146302 Byelorussian-English/English-Byelorussian Concise Dictionary Hippocrene Books, Inc., BOSNIAN 1991 10,000 entries ISBN-13: 9780870521140 Bosnian-English/English-Bosnian Concise ISBN-10: 0870521144 Dictionary Hippocrene Books, Inc., 1996 8,500 entries ISBN-13: 9780781802765 ISBN-10: 0781802768 CAMBODIAN (Khmer) B. Traditional Chinese A Practical EnglishChinese Pronouncing Dictionary (romanized Mandarin and Cambodian-English/English-Cambodian Cantonese) Tuttle Publishing, 1991 15,000 entries Standard Dictionary Hippocrene Books, Inc., ISBN-13: 1989 15,000 entries 9780804818773 ISBN-13: 9780870528187 ISBN-10: 0804818770 ISBN-10: 0870528181 B. Cantonese Pocket Cantonese Dictionary Cambodian Word to Word® Bilingual Cantonese-English/English-Cantonese Tuttle Dictionary English-Cambodian/CambodianEnglish Publishing, 2003 3,000 entries Bilingual Dictionaries, Inc., 2008 ISBN-13: 9780794601430 19,000 entries ISBN-10: 079460143X ISBN-13: 9780933146402 ISBN-10: 093314940X CREOLE CHINESE Creole-English/English-Creole (Caribbean) Concise Dictionary Hippocrene Books, Inc., A. Simplified Chinese 2011 5,000 entries ISBN-13: 9780781804554 Chinese-English/English-Chinese Practical ISBN-10: 0781804558 Dictionary (Mandarin) Hippocrene Books, Inc., 2009 15,000 entries Haitian Word to Word® Bilingual Dictionary ISBN-13: 9780781812368 English-Haitian Creole/Haitian Creole English ISBN-10: 0781812364 Bilingual Dictionaries, Inc., 2008 19,000 entries ISBN-13: 9780933146235 Chinese Word to Word® Bilingual Dictionary ISBN-10: 093314623X English-Chinese/Chinese-English Bilingual Dictionaries, Inc., 2010 20,000 entries English Haitian Creole/Haitian Creole English ISBN-13: 9780933146228 Word to Word Dictionary Educa Vision, Inc., ISBN-10: 0933146221 2005 34,000 entries 13: 9781584322948 Pocket Mandarin Chinese Dictionary 10: 1584322942 ChineseEnglish/English-Chinese Tuttle Publishing, 2002 3,000 entries Haitian Creole-English/English-Haitian ISBN-13: 9780794600433 Creole Concise Dictionary Hippocrene Books, ISBN-10: 0794600433 Inc., 2010 8,000 entries ISBN-13: 9780781802758 Tuttle Mini Chinese Dictionary ISBN-10: 078180275X ChineseEnglish/English-Chinese Tuttle Publishing, 2013 15,000 entries CZECH ISBN-13: 9780804842846 ISBN-10: 0904842841 Czech-English/English-Czech Concise Dictionary Hippocrene Books, Inc., 2009 Tuttle Pocket Chinese Dictionary 7,500 entries ChineseEnglish/English-Chinese Tuttle Publishing, ISBN-13: 9780870529811 2011 15,000 entries ISBN-10: 0870529811 ISBN-13: 9780804837750 ISBN-10: 0804837759 Czech-English/English-Czech Practical Dictionary Hippocrene Books, Inc., 2011 FARSI/PERSIAN 42,000 entries ISBN-13: 9780781811071 Farsi Word to Word® Bilingual Dictionary English- ISBN-10: 0781811074 Farsi/Farsi-English Bilingual Dictionaries, Inc., 2008 18,500 entries. Czech Word to Word® Bilingual Dictionary ISBN-13: 9780933146334 English-Czech/Czech-English Bilingual ISBN-10: 0933146337 Farsi- Dictionaries, Inc., 2013 18,000 entries ISBN-13: 9780933146624 English/English-Farsi (Persian) Concise ISBN-10: 0933146604 Dictionary Hippocrene Books, Inc., 2003 8,400 entries DANISH ISBN-13: 9780781808606 ISBN-10: 078180860X Danish-English/English-Danish Practical Dictionary Hippocrene Books, Inc., 1999 32,000 FINNISH entries ISBN-13: 9780870528231 ISBN-10: 0870528238 Finnish-English/English-Finnish Concise Dictionary Hippocrene Books, Inc., 1990 DARI 12,000 entries ISBN-13: 9780870528132 (Afghanistan) Dari-English/English-Dari ISBN-10: 0870528130 Practical Dictionary, 2nd Edition Hippocrene Books, Inc., 2012 30,000 entries FRENCH ISBN-13: 9780781812849 ISBN-10: 0781812844 English-French/French-English Word to Word Dictionary Educa Vision, Inc., 2008 27,000 DUTCH entries ISBN-13: 9781584324805 Dutch-English/English-Dutch Concise ISBN-10: 1584324805 Dictionary Hippocrene Books, Inc., 1990 French Word to Word® Bilingual Dictionary 14,000 entries English-French/French-English Bilingual ISBN-13: 9780870529108 Dictionaries, Inc., 2008 19,000 entries ISBN-10: 0870529102 ISBN-13: 9780933146365 ISBN-10: 0933146361 Dutch-English/English-Dutch Standard Dictionary Hippocrene Books, Inc., 1997 Random House Webster’s Pocket French 35,000 entries Dictionary French-English/English-French ISBN-13: 9780781805414 Random House, Inc., 1997 30,000 entries ISBN-10: 0781805414 ISBN-13: 9780375701566 ISBN-10: 0375701567 ESTONIAN 21st Century French-English/ English-French Estonian-English/English-Estonian Concise Dictionary Random House Publishing Group, Dictionary Hippocrene Books, Inc., 1992 1996 30,000 entries 6,500 entries ISBN-13: 9780440220886 ISBN-13: 9780870520815 ISBN-10: 0440220882 ISBN-10: 0870520814 GAELIC See Scottish Gaelic The Oxford New Greek Dictionary GERMAN GreekEnglish/English-Greek Oxford University Press, 2008 40,000 entries ISBN-13: German Word to Word® Bilingual Dictionary 9780425222430 ISBN-10: 0425222430 English-German/German-English Bilingual Dictionaries, Inc., 2008 18,000 entries GUARANI ISBN-13: 9780933146938 ISBN-10: 0933146930 Guarani-English/English-Guarani Concise Dictionary Hippocrene Books, Inc., 2005 German-English/English-German Concise 7,000 entries Dictionary Hippocrene Books, Inc., 2003 ISBN-13: 9780781810661 14,000 entries ISBN-10: 0781810663 ISBN-13: 9780781809061 ISBN-10: 0781809061 GUJARATI Random House Webster’s Pocket German Gujarati Word to Word® Bilingual Dictionary Dictionary, 2nd Edition GermanEnglish/English- English-Gujarati/Gujarati-English Bilingual German Random House, Inc., Dictionaries, Inc., 2008 19,000 entries 1998 40,000 entries ISBN-13: 9780933146983
Load more

Recommended publications
  • English for Speakers of Other Languages (ESOL) Services Individualized Modifications/Accommodations Plan
    Student Name/ESOL Level:_____ __________ _ _ _ _ _ _ School/Grade Level: _____________________ | 1 School District of _____________________________________ County English for Speakers of Other Languages (ESOL) Services Individualized Modifications/Accommodations Plan General Specific Strategies and Ideas Modifications General Collaborate closely with ESOL teacher. Establish a safe/relaxed/supportive learning environment. Review previously learned concepts regularly and connect to new learning. Contextualize all instruction. Utilize cooperative learning. Teach study, organization, and note taking skills. Use manuscript (print) fonts. Teach to all modalities. Incorporate student culture (as appropriate). Activate prior knowledge. Allow extended time for completion of assignments and projects. Rephrase directions and questions. Simplify language. (Ex. Use short sentences, eliminate extraneous information, convert narratives to lists, underline key words/key points, use charts and diagrams, change pronouns to nouns). Use physical activity. (Total Physical Response) Incorporate students L1 when possible. Develop classroom library to include multicultural selections of all reading levels; especially books exemplifying students’ cultures. Articulate clearly, pause often, limit idiomatic expressions, and slang. Permit student errors in spelling and grammar except when explicitly taught. Acknowledge errors as indications of learning. Allow frequent breaks. Provide preferential seating. Model expected student outcomes. Prioritize course objectives. Reading Pre-teach vocabulary. in the Content Areas Teach sight vocabulary for beginning English readers. Allow extended time. Shorten reading selections. Choose alternate reading selections. Allow in-class time for free voluntary and required reading. Use graphic novels/books and illustrated novels. Leveled readers Modified text Use teacher read-alouds. Incorporate gestures/drama. Experiment with choral reading, duet (buddy) reading, and popcorn reading.
    [Show full text]
  • Four Strands to Language Learning
    International Journal of Innovation in English Language Teaching… ISSN: 2156-5716 Volume 1, Number 2 © 2012 Nova Science Publishers, Inc. APPLYING THE FOUR STRANDS TO LANGUAGE LEARNING Paul Nation1 and Azusa Yamamoto2 Victoria University of Wellington, New Zealand1 and Temple University Japan2 ABSTRACT The principle of the four strands says that a well balanced language course should have four equal strands of meaning focused input, meaning focused output, language focused learning, and fluency development. By applying this principle, it is possible to answer questions like How can I teach vocabulary? What should a well balanced listening course contain? How much extensive reading should we do? Is it worthwhile doing grammar translation? and How can I find out if I have a well balanced conversation course? The article describes the rationale behind such answers. The four strands principle is primarily a way of providing a balance of learning opportunities, and the article shows how this can be done in self regulated foreign language learning without a teacher. Keywords: Fluency learning, four strands, language focused learning, meaning focused input, meaning focused output. INTRODUCTION The principle of the four strands (Nation, 2007) states that a well balanced language course should consist of four equal strands – meaning focused input, meaning focused output, language focused learning, and fluency development. Each strand should receive a roughly equal amount of time in a course. The meaning focused input strand involves learning through listening and reading. This is largely incidental learning because the learners’ attention should be focused on comprehending what is being read or listened to. The meaning focused output strand involves learning through speaking and writing and in common with the meaning focused input strand involves largely incidental learning.
    [Show full text]
  • Bilingual Dictionary Generation for Low-Resourced Language Pairs
    Bilingual dictionary generation for low-resourced language pairs Varga István Yokoyama Shoichi Yamagata University, Yamagata University, Graduate School of Science and Engineering Graduate School of Science and Engineering [email protected] [email protected] choice and adaptation of the translation method Abstract to the problem of available translation resources between the chosen languages. Bilingual dictionaries are vital resources in One possible solution is bilingual corpus ac- many areas of natural language processing. quisition for statistical machine translation Numerous methods of machine translation re- (SMT). However, for highly accurate SMT sys- quire bilingual dictionaries with large cover- tems large bilingual corpora are required, which age, but less-frequent language pairs rarely are rarely available for less represented lan- have any digitalized resources. Since the need for these resources is increasing, but the hu- guages. Rule or sentence pattern based systems man resources are scarce for less represented are an attractive alternative, for these systems the languages, efficient automatized methods are need for a bilingual dictionary is essential. needed. This paper introduces a fully auto- Our paper targets bilingual dictionary genera- mated, robust pivot language based bilingual tion, a resource which can be used within the dictionary generation method that uses the frameworks of a rule or pattern based machine WordNet of the pivot language to build a new translation system. Our goal is to provide a low- bilingual dictionary. We propose the usage of cost, robust and accurate dictionary generation WordNet in order to increase accuracy; we method. Low cost and robustness are essential in also introduce a bidirectional selection method order to be re-implementable with any arbitrary with a flexible threshold to maximize recall.
    [Show full text]
  • The Impact of Using a Bilingual Dictionary (English-Arabic) for Reading and Writing in a Saudi High School
    THE IMPACT OF USING A BILINGUAL DICTIONARY (ENGLISH-ARABIC) FOR READING AND WRITING IN A SAUDI HIGH SCHOOL By Ali Almaliki A Master’s Thesis/Project Capstone Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Science in Education Teaching English to Speakers of Other Languages (TESOL) Department of Language, Learning and leadership State University of New York at Fredonia Fredonia, New York December 2017 THE IMPACT OF USING A BILINGUAL DICTIONARY (ENGLISH-ARABIC) FOR READING AND WRITING IN A SAUDI HIGH SCHOOL ABSTRACT The purpose of this study is to explore the impact of using a bilingual dictionary (English- Arabic) for reading and writing in a Saudi high school and also to explore the Saudi Arabian students’ attitudes and EFL teachers’ perceptions toward the use of bilingual dictionaries. This study involves 65 EFL students and 5 EFL teachers in one Saudi high school in the city of Alkobar. Mixed methods research is used in which both qualitative and quantitative data are collected. For participating students, pre-test, post-test, and surveys are used to collect quantitative data. For participating teachers and students, in-person interviews are conducted with select teachers and students so as to collect qualitative data. This study has produced eight findings; first is that the use of a bilingual dictionary has a significant effect on the reading and writing scores for both high and low proficiency EFL students. Other findings include that most EFL students feel that using a bilingual dictionary in EFL classrooms is very important to help them translate and learn new vocabulary words but their use of a bilingual dictionary is limited by the strategies for use that students know or are taught, and that both invoice and experienced EFL teachers agree that the use of a bilingual dictionary is important for learning word meaning and vocabulary, but they do not all agree about which grades should use bilingual dictionaries.
    [Show full text]
  • Dictionaries in the ESL Classroom
    7/22/2009 The need for dictionaries in the ESL classroom: Dictionaries empower students by making them responsible for their own learning. Once students are able to use a dictionary well, they are self-sufficient in Dictionaries: finding the information on their own. Use and Function in the ESL Dictionaries present a very useful tool in the ESL classroom. However, teachers need to EXPLICITLY teach students skills so that they can be Classroom utilized to maximum extent. Dictionary use can enhance vocabulary acquisition and comprehension. If the dictionary is sufficiently current, and idiomatic colloquialisms are included, the student can [also] see representations of contemporary culture as seen through language. Why teachers need to explicitly teach dictionary skills: “If we do not teach students how to use the dictionary, it is unlikely that they will demand that they be taught, since, while teachers do not believe that students have adequate dictionary skills, students believe that they do” (Bilash, Gregoret & Loewen, 1999, p.4). Dictionary use skills: Dictionaries are not self explanatory; directions need to be made clear so that students can disentangle information, and select the appropriate meaning for the task at hand. Students need to learn how a dictionary works, how a dictionary or reference resource can help them, and also how to become aware of what they need and what kind of dictionary will best respond to their needs. Teachers need to firstly make sure that students are acquainted and familiar with the alphabet and its order. Secondly, teachers need to orientate students as to what a dictionary As students become more familiar and comfortable with basic dictionary entails, its functions, and relative terminology.
    [Show full text]
  • Bilingual Word-To-Word Glossaries List: for Use with the M-STEP and MI-Access Assessments
    Bilingual Word-to-Word Glossaries List: For use with the M-STEP and MI-Access Assessments List of Bilingual Word-to-Word Dictionaries and Glossaries The Office of Standards & Assessment (OSA) approves the following bilingual dictionaries and glossaries for use on Michigan Test of Educational Progress (M-STEP) and MI-Access tests (Available as appropriate, see Michigan’s Accommodations Manual). More specifically, word-to- word bilingual dictionaries may be used with the M-STEP and MI-Access Assessments only. Please note that the use of dictionaries of any kind is prohibited on the WIDA assessments: W-APT, ACCESS for ELLs, and Alternate ACCESS for ELLs. Educators should refer to the OSA accessibility tables and guidance for more information on this type of support. These word-to-word bilingual dictionaries can be used by students who are currently reported as English learners (ELs) or who have been reported as ELs in prior years and may still need this support from time-to-time in the classroom. The bilingual dictionaries and glossaries listed in this publication are limited to those that provide word-to-word translations only. A list of distributors appears at the end of this publication. This is not an exhaustive list of available bilingual word-to- word dictionaries, but is intended to aid districts in their selection process and ensuring that students who may need this support for the classroom and assessment have access to it. Additionally, students who may use electronic word-to-word dictionaries in the classroom must use a paper based version for Michigan’s assessments.
    [Show full text]
  • APPENDIX a ESOL Strategies Matrix Category Alpha Numeric ID
    APPENDIX A ESOL Strategies Matrix Category Alpha Strategies/Resources Numeric ID A. Listening A1 LEA (Language Experience Approach) A2 Modeling A3 Teacher Lead Groups A4 Total Physical Response (TPR) A5 Use Illustrations/Diagrams A6 Use Simple, Direct Language A7 Use Substitution, Expansion, Paraphrase, and Repetition. B. Speaking B1 Brainstorming B2 Cooperative Learning (Group Reports/Projects) B3 Panel Discussions/Debates B4 Provide Meaningful Language Practice B5 Repetition B6 Role-play B7 Teacher-Led Groups B8 Teacher/Student/Modeling B9 Think Aloud C. Reading C1 Activate Prior Knowledge C2 Picture Walk C3 Prediction C4 K-W-L (Know/Wants to Know/Learned) C5 Question-Answer-Relationship (QAR) C6 Use Task Cards C7 Teacher Made Questions C8 Vary the complexity of assignment (Differentiated Instruction (DI)) C9 Read Aloud (RA) C10 Choral Reading C11 Jump In Reading C12 Reader’s Theater C13 Cooperative Learning C14 Chunking C15 Explain Key Concepts C16 Focus on Key Vocabulary C17 Vocabulary with Context Clues C18 Vocabulary Improvement Strategy (VIS) C19 Use Multiple Meaning Words C20 Interactive Word Walls C21 Use Of Cognates C22 Word Banks/Vocabulary Notebooks 1 APPENDIX A C23 Decoding/Phonics/Spelling C24 Unscramble: Sentences/Words C25 Graphic Organizers C26 Semantic Mapping C27 Timelines C28 Praise-Question-Polish (PQP) C29 Visualization C30 Reciprocal Teaching C31 Context Clues C32 Verbal Clues/Pictures C33 Schema Stories C34 Captioning C35 Venn Diagrams C36 Story Maps C37 Structural Analysis C38 Reading for a Specific Purpose C39 Pantomimes/Dramatization C40 Interview C41 Retelling C42 Think/Pair/Share C43 Dictation C44 Cloze Procedures C45 Graphic Representations C46 Student Self Assessment C47 Flexible Grouping C48 Observation/Anecdotal C49 Portfolios C50 Wordless/Picture Books C51 Highlighting Text C52 Note-Taking/ Outline Notes C53 Survey/Question/Read/Recite/Review (SQ3R) C54 Summarizing C55 Buddy/Partner Reading C56 Collaborative Groups C57 Pacing of Lessons C58 Exit Slips C59 Sustained Silent Reading (SSR) D.
    [Show full text]
  • Revitalizing Indigenous Languages
    Revitalizing Indigenous Languages edited by Jon Reyhner Gina Cantoni Robert N. St. Clair Evangeline Parsons Yazzie Flagstaff, Arizona 1999 Revitalizing Indigenous Languages is a compilation of papers presented at the Fifth Annual Stabilizing Indigenous Languages Symposium on May 15 and 16, 1998, at the Galt House East in Louisville, Kentucky. Symposium Advisory Board Robert N. St. Clair, Co-chair Evangeline Parsons Yazzie, Co-chair Gina Cantoni Barbara Burnaby Jon Reyhner Symposium Staff Tyra R. Beasley Sarah Becker Yesenia Blackwood Trish Burns Emil Dobrescu Peter Matallana Rosemarie Maum Jack Ramey Tina Rose Mike Sorendo Nancy Stone B. Joanne Webb Copyright © 1999 by Northern Arizona University ISBN 0-9670554-0-7 Library of Congress Catalog Card Number: 99-70356 Second Printing, 2005 Additional copies can be obtained from College of Education, Northern Ari- zona University, Box 5774, Flagstaff, Arizona, 86011-5774. Phone 520 523 5342. Reprinting and copying on a nonprofit basis is hereby allowed with proper identification of the source except for Richard Littlebear’s poem on page iv, which can only be reproduced with his permission. Publication information can be found at http://jan.ucc.nau.edu/~jar/TIL.html ii Contents Repatriated Bones, Unrepatriated Spirits iv Richard Littlebear Introduction: Some Basics of Language Revitalization v Jon Reyhner Obstacles and Opportunities for Language Revitalization 1. Some Rare and Radical Ideas for Keeping Indigenous Languages Alive 1 Richard Littlebear 2. Running the Gauntlet of an Indigenous Language Program 6 Steve Greymorning Language Revitalization Efforts and Approaches 3. Sm’algyax Language Renewal: Prospects and Options 17 Daniel S. Rubin 4. Reversing Language Shift: Can Kwak’wala Be Revived 33 Stan J.
    [Show full text]
  • Best-Practice Strategies to Use with Secondary English Language Learners in Content Areas
    Best-Practice Strategies to Use with Secondary English Language Learners in Content Areas Modifying Instruction for Secondary ESL in Social Studies Dr. Stella Belsky, ESL Secondary Specialist, Carrollton-Farmers Branch ISD 1 Sources • Texas Education Agency Bilingual-ESL resources - http://www.tea.state.tx.us/curriculum/biling/tearesour ces.html • Enriching Content Classes for Secondary ESOL Students. J. H. Jameson. Center for Applied Linguistics, 1998 • Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Robert J. Marzano, Debra J. Pickering, Jane E. Pollock. ASCD, 2001. • Middle & High School ESL Teachers, Carrollton – Farmers Branch ISD Dr. Stella Belsky, ESL Secondary Specialist, Carrollton-Farmers Branch ISD 2 Modifications for Second Language Learners • According to §89.1210 Program Content and Design, the district shall modify the instruction, pacing, and materials to ensure that limited English proficient students have a full opportunity to master the essential knowledge and skills of the required curriculum. • Teachers are required and will be held accountable for modifying the instruction, pace, and materials to ensure that LEP students have a full opportunity to master the essential knowledge and skills of the required curriculum. (TEA, July 1999) Dr. Stella Belsky, ESL Secondary Specialist, Carrollton-Farmers Branch ISD 3 This is How a Paragraph Looks to ESL Students: • Beginning ESL Students The___in New York are very___in the___. There are not many___about and the___are made by___and not___. You___the___of___in the___, the___of the___, the___of___ ___ in the___and the___of the___. • Intermediate ESL Students The___Gardens in New York are very___in the morning. There are not many persons about and the sounds are made by___and not men.
    [Show full text]
  • Extracting Synonyms from Bilingual Dictionaries
    Extracting Synonyms from Bilingual Dictionaries Mustafa Jarrar Eman Karajah Birzeit University Birzeit University Palestine Palestine [email protected] [email protected] Muhammad Khalifa Khaled Shaalan Cairo University The British University in Dubai Egypt United Arab Emirates [email protected] [email protected] question answering, and machine translation Abstract among others. Synonyms are also considered essential parts in several types of lexical We present our progress in developing a resources, such as thesauri, wordnets (Miller et novel algorithm to extract synonyms from al., 1990), and linguistic ontologies (Jarrar, 2021; bilingual dictionaries. Identification and Jarrar, 2006). usage of synonyms play a significant role in improving the performance of There are different notions of synonymy in the information access applications. The idea literature varying from strict to lenient. In is to construct a translation graph from ontology engineering (see e.g., Jarrar, 2021), translation pairs, then to extract and synonymy is a formal equivalence relation (i.e., consolidate cyclic paths to form bilingual reflexive, symmetric, and transitive). Two terms are synonyms iff they have the exact same concept sets of synonyms. The initial evaluation of (i.e., refer, intentionally, to the same set of this algorithm illustrates promising results instances). Thus, T1 =Ci T2. In other words, given in extracting Arabic-English bilingual two terms T1 and T2 lexicalizing concepts C1 and synonyms. In the evaluation, we first C2, respectively, then T1 and T2 are considered to converted the synsets in the Arabic be synonyms iff C1 = C2. A less strict definition of WordNet into translation pairs (i.e., losing synonymy is used for constructing Wordnets, word-sense memberships).
    [Show full text]
  • Bilingual Dictionaries, the Lexicographer and the Translator
    Bilingual Dictionaries, the Lexicographer and the Translator Rachélle Gauton, Department of African Languages, University of Pretoria, Pretoria, Republic of South Africa ([email protected]) Abstract: This article focuses on the problems, and advantages and disadvantages of the bilin- gual dictionary from both the lexicographer's and the translator's point of view, with specific refer- ence to bilingual Zulu dictionaries. It is shown that there are many and varying problems the lexi- cographer has to deal with and take cognisance of when compiling a translation dictionary. Of these, the main problem is the basic lack of equivalence or anisomorphism which exists between languages. This non-equivalence between languages is also the root cause of the difficulties with which the translator or user of the bilingual dictionary has to contend. The problems experienced by translators therefore overlap to a great extent with those which the lexicographer experiences in compiling a bilingual dictionary. It is concluded that the user of a bilingual dictionary should not only know what to expect to find in a translation dictionary, but must also treat such a dictionary with caution and discernment. It is also shown that there are clear criteria which the lexicographer can follow in compiling a bilingual dictionary, which would then enable the user (and in particular the translator as user) to disambiguate the recorded information successfully. Keywords: BILINGUAL DICTIONARIES, LEXICOGRAPHER, TRANSLATOR, ISIZULU, PROBLEMS EXPERIENCED BY LEXICOGRAPHERS, PROBLEMS EXPERIENCED BY TRANS- LATORS, NONEQUIVALENCE BETWEEN LANGUAGES, CHARACTER, SHORTCOMINGS AND ADVANTAGES OF BILINGUAL DICTIONARIES Opsomming: Tweetalige woordeboeke, die leksikograaf en die vertaler. Die fokus van hierdie artikel is op die probleme, en voor- en nadele van die tweetalige woordeboek vanuit die oogpunt van sowel die leksikograaf as die vertaler, met spesifieke verwysing na tweeta- lige Zuluwoordeboeke.
    [Show full text]
  • Dictionary Policy Located on the TEA’S STAAR Resources Webpage
    TEA approval is NOT required. ARF Texas Education Agency® Dictionary Description of Accommodation This accommodation, or designated support, facilitates comprehension of unfamiliar words and provides spelling assistance for a student. Assessments For a student who meets the eligibility criterion, this accommodation may be used on • STAAR and STAAR Spanish grades 3–5 reading • STAAR and STAAR Spanish grade 4 writing (all sections of the assessment) Student Eligibility Criteria A student may use this accommodation if he or she rrroutinely, independently, and effectively uses this accommodation during classroom instruction and classroom testing. Authority for Decision and Required Documentation • For a student not receiving special education or Section 504 services, the decision is made by the appropriate team of people at the campus level (e.g., RTI team, student assistance team) based on the eligibility criterion and is documented according to district policies. • For a student who is an ELL, the decision is made by the LPAC based on the eligibility criterion and is documented in the student’s permanent record file. • For a student receiving Section 504 services, the decision is made by the Section 504 committee based on the eligibility criterion and is documented in the student’s IAP. • For a student receiving special education services, the decision is made by the ARD committee based on the eligibility criterion and is documented in the student’s IEP. • In the case of an ELL with a disability, the decision is made by the applicable group above in conjunction with the student’s LPAC. The decision is to be documented by the LPAC in the student’s permanent record file and by the other applicable group, as described above.
    [Show full text]