ED433716.Pdf
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Some Principles of the Use of Macro-Areas Language Dynamics &A
Online Appendix for Harald Hammarstr¨om& Mark Donohue (2014) Some Principles of the Use of Macro-Areas Language Dynamics & Change Harald Hammarstr¨om& Mark Donohue The following document lists the languages of the world and their as- signment to the macro-areas described in the main body of the paper as well as the WALS macro-area for languages featured in the WALS 2005 edi- tion. 7160 languages are included, which represent all languages for which we had coordinates available1. Every language is given with its ISO-639-3 code (if it has one) for proper identification. The mapping between WALS languages and ISO-codes was done by using the mapping downloadable from the 2011 online WALS edition2 (because a number of errors in the mapping were corrected for the 2011 edition). 38 WALS languages are not given an ISO-code in the 2011 mapping, 36 of these have been assigned their appropri- ate iso-code based on the sources the WALS lists for the respective language. This was not possible for Tasmanian (WALS-code: tsm) because the WALS mixes data from very different Tasmanian languages and for Kualan (WALS- code: kua) because no source is given. 17 WALS-languages were assigned ISO-codes which have subsequently been retired { these have been assigned their appropriate updated ISO-code. In many cases, a WALS-language is mapped to several ISO-codes. As this has no bearing for the assignment to macro-areas, multiple mappings have been retained. 1There are another couple of hundred languages which are attested but for which our database currently lacks coordinates. -
Dimension 2008
Dimension 2008 Languages for the Nation Dennis R. Miller, Jr. David Alley Denise Overfield Edwina Spodark Patricia Early Peter B. Swanson Marat Sanatullov Rosalie Cheatham Elvira Sanatullova-Allison Lisa F. Signori Editors C. Maurice Cherry Furman University Carol Wilkerson Western Kentucky University Selected Proceedings of the 2008 Joint Conference of the Southern Conference on Language Teaching and the South Carolina Foreign Language Teachers’ Association ii Dimension 2008: Lauguages for the Nation © 2008 Southern Conference on Language Teaching Lynne McClendon, Executive Director 165 Lazy Laurel Chase Roswell, GA 30076 Telephone 770-992-1256 Fax 770-992-3464 http://www.scolt.org [email protected] All rights reserved. No part of this book may be reproduced, in any form or by any means, without written permission from the publisher. ISBN 1-883640-22-9 Carolyn L. Hansen DLLC-Spanish Program University of South Carolina Columbia, SC 29208 iii TABLE OF CONTENTS Review and Acceptance Procedures ............................................................ iv 2008 SCOLT Editorial Board ..........................................................................v Introduction ................................................................................................ vii Acknowledgments......................................................................................... x Drama in the Classroom 1 and Improved Academic Performance …………………....………………….....1 Dennis R. Miller, Jr. An Analysis of the Teaching Proficiency 2 Through Reading -
•Chadic Classification Master
Paul Newman 2013 ò ê ž ŋ The Chadic Language Family: ɮ Classification and Name Index ɓ ō ƙ Electronic Publication © Paul Newman This work is licensed under a Creative Commons Attribution-NonCommercial License CC BY-NC Mega-Chad Research Network / Réseau Méga-Tchad http://lah.soas.ac.uk/projects/megachad/misc.html http://lah.soas.ac.uk/projects/megachad/divers.html The Chadic Language Family: Classification and Name Index Paul Newman I. CHADIC LANGUAGE CLASSIFICATION Chadic, which is a constituent member of the Afroasiatic phylum, is a family of approximately 170 languages spoken in Nigeria, Cameroon, Chad, and Niger. The classification presented here is based on the one published some twenty-five years ago in my Nominal and Verbal Plurality in Chadic, pp. 1–5 (Dordrecht: Foris Publications, 1990). This current paper contains corrections and updates reflecting the considerable amount of empirical research on Chadic languages done since that time. The structure of the classification is as follows. Within Chadic the first division is into four coordinate branches, indicated by Roman numerals: I. West Chadic Branch (W-C); II. Biu-Mandara Branch (B-M), also commonly referred to as Central Chadic; III. East Chadic Branch (E-C); and IV. Masa Branch (M-S). Below the branches are unnamed sub-branches, indicated by capital letters: A, B, C. At the next level are named groups, indicated by Arabic numerals: 1, 2.... With some, but not all, groups, subgroups are distinguished, these being indicated by lower case letters: a, b…. Thus Miya, for example, is classified as I.B.2.a, which is to say that it belongs to West Chadic (I), to the B sub-branch of West Chadic, to the Warji group (2), and to the (a) subgroup within that group, which consists of Warji, Diri, etc., whereas Daba, for example, is classified as II.A.7, that is, it belongs to Biu-Mandara (II), to the A sub-branch of Biu-Mandara, and within Biu-Mandara to the Daba group (7). -
Teaching and Researching Listening Michael Rost
Michael Rost Listening and Researching Teaching Teaching and Researching Listening Michael Rost Second Edition Second Edition Applied Linguistics in Action Series Edited by Christopher N. Candlin & David R. Hall Michael Rost is author of a number of influential books and articles in the field of oral language development and Edited by Christopher N. Candlin & David R. Hall Applied Linguistics in Action Series curriculum design, beginning with the classic Listening in Language Learning (1990). He is also an award-winning author and series editor of several successful language materials series and online courses. As a teacher, teacher trainer, language program director and educational consultant, he has worked with the Peace Corps in West Africa and the Save the Children Foundation in Southeast Asia. Teaching and Researching Listening provides a In this fully revised and updated second edition, the focused, state-of-the-art treatment of the linguistic, book: psycholinguistic and pragmatic processes that are • examines a full range of teaching methods and involved in oral language use, and shows how these research initiatives related to listening • gives definitions of key concepts in neurolinguistics processes influence listening in a range of practical contexts. Through understanding the interaction and psycholinguistics between these processes, language educators and • provides a clear agenda for implementing listening researchers can develop more robust research strategies and designing tests methods and more effective classroom language • offers an abundance of resources for immediate use teaching approaches. in teaching and research Featuring insightful quotes and concept boxes, chapter overviews and summaries to guide the reader, Teaching and Researching Listening will engage and inform teachers, teacher trainers and researchers investigating communicative language use. -
An Introduction to Applied Linguistics This Page Intentionally Left Blank an Introduction to Applied Linguistics
An Introduction to Applied Linguistics This page intentionally left blank An Introduction to Applied Linguistics edited by Norbert Schmitt Orders: please contact Bookpoint Ltd, 130 Milton Park, Abingdon, Oxon OX14 4SB. Telephone: (44) 01235 827720. Fax: (44) 01235 400454. Lines are open from 9.00 to 5.00, Monday to Saturday, with a 24-hour message answering service. You can also order through our website www.hoddereducation.co.uk If you have any comments to make about this, or any of our other titles, please send them to [email protected] British Library Cataloguing in Publication Data A catalogue record for this title is available from the British Library ISBN: 978 0 340 98447 5 First Edition Published 2002 This Edition Published 2010 Impression number 10 9 8 7 6 5 4 3 2 1 Year 2014, 2013, 2012, 2011, 2010 Copyright © 2010 Hodder & Stoughton Ltd All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, of Saffron House, 6–10 Kirby Street, London EC1N 8TS. Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in sustainable forests. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin. -
Intersections Between SLA and Language Testing Research
EUROSLA MONOGRAPHS SERIES 1 COMMUNICATIVE PROFICIENCY AND LINGUISTIC DEVELOPMENT: intersections between SLA and language testing research EDITED BY INGE BARTNING University of Stockholm MAISA MARTIN University of Jyväskylä INEKE VEDDER University of Amsterdam EUROPEAN SECOND LANGUAGE ASSOCIATION 2010 Eurosla monographs Eurosla publishes a monographs series, available open access on the association’s website. The series includes both single-author and edited volumes on any aspect of second langua- ge acquisition. Manuscripts are evaluated with a double blind peer review system to ensu- re that they meet the highest qualitative standards. Editors Gabriele Pallotti (Series editor), University of Modena and Reggio Emilia Fabiana Rosi (Assistant editor), University of Modena and Reggio Emilia © The Authors 2010 Published under the Creative Commons "Attribution Non-Commercial No Derivatives 3.0" license ISBN 978-1-4466-6993-8 First published by Eurosla, 2010 Graphic design and layout: Pia ’t Lam An online version of this volume can be downloaded from eurosla.org Table of contents Foreword 5 Developmental stages in second-language acquisition and levels of second-language proficiency: Are there links between them? Jan H. Hulstijn, J. Charles Alderson and Rob Schoonen 11 Designing and assessing L2 writing tasks across CEFR proficiency levels Riikka Alanen, Ari Huhta and Mirja Tarnanen 21 On Becoming an Independent User Maisa Martin, Sanna Mustonen, Nina Reiman and Marja Seilonen 57 Communicative Adequacy and Linguistic Complexity in L2 writing -
A History of Domestic Animals in Northeastern Nigeria
A history of domestic animals in Northeastern Nigeria Roger M. BLENCH * PREFATORY NOTES Acronyms, toponyms, etc. Throughout this work, “Borna” and “Adamawa” are taken ta refer to geographical regions rather than cunent administrative units within Nigeria. “Central Africa” here refers to the area presently encompas- sed by Chad, Cameroun and Central African Republic. Orthography Since this work is not wrîtten for specialised linguists 1 have adopted some conventions to make the pronunciation of words in Nigerian lan- guages more comprehensible to non-specialists. Spellings are in no way “simplified”, however. Spellings car-rbe phonemic (where the langua- ge has been analysed in depth), phonetic (where the form given is the surface form recorded in fieldwork) or orthographie (taken from ear- lier sources with inexplicit rules of transcription). The following table gives the forms used here and their PA equivalents: This Work Other Orthographie IPA 11989) j ch tî 4 d3 zl 13 hl, SI Q Words extracted from French sources have been normalised to make comparison easier. * Anthropologue, African Studies Cenfer, Universify of Cambridge 15, Willis Road, Cambridge CB7 ZAQ, Unifed Kingdom. Cah. Sci. hum. 37 (1) 1995 : 787-237 182 Roger BLENCH Tone marks The exact significance of tone-marks varies from one language to ano- ther and 1 have used the conventions of the authors in the case of publi- shed Ianguages. The usual conventions are: High ’ Mid Unmarked Low \ Rising ” Falling A In Afroasiatic languages with vowel length distinctions, only the first vowel of a long vowel if tone-marked. Some 19th Century sources, such as Heinrich Barth, use diacritics to mark stress or length. -
Total Physical Response (TPR) 54 Stories, Rhymes, Songs and Chants 57 the Natural Approach 61
Designing language teaching — on becoming a reflective professional Albert Weideman University of the Free State ISBN 1-86854-436-2 © AJ Weideman 2002 ii Contents Acknowledgements 1 Introduction 1 2 Traditional approaches 8 The grammar translation method 10 The Direct method 15 The Audio-lingual method 19 Conclusion 25 27 3 Communicative language teaching: origins and mainstream Authentic texts 28 Information gap technique 31 Communicative language teaching: the mainstream 34 45 4 Psychological emphases in Communicative language teaching ‘L’ and ‘P’ emphases in CLT 45 Play and drama techniques 46 Discussion exercises 50 Total physical response (TPR) 54 Stories, rhymes, songs and chants 57 The Natural approach 61 5 Eclecticism revisited 63 Eclecticism: the disadvantages 63 Eclecticism: the positive side 67 The acquisition of transactional competence 70 6 Alternative combinations 82 Giving learners a say 82 A Community Language Learning (CLL) experience 83 Further combinations 90 So? 92 7 Design considerations in language teaching 94 Requirements for a communicative approach 94 A stress index for language methods 97 Language teaching that makes learning possible 103 Teaching with integrity 105 References 108 iii Designing language teaching Introduction 1 UMANS CANNOT LIVE WITHOUT COMMITMENT. IN ALL OF THEIR workaday lives, they make commitments in order to live. The H most prominent example of commitment, probably, comes in setting up durable, loving relationships, such as marriage, with others. But even when we participate in other, less durable relationships, such as keeping an appointment with someone whom we might perhaps meet only once, we make a commitment. Human action is based on it. Teaching is no different, nor is language teaching an exception. -
EHS Course Catalog
EDINA SENIOR HIGH SCHOOL 2018-19 REGISTRATION CATALOG Grades 9-12 Welcome to Edina High School! We are excited and proud of the work we do at Edina High School to provide an exceptional education and assist students in preparation for their future. We look to equip students with the necessary skills to be successful at the next level; whether it is college, vocational training, or work. This process begins with registration and our course catalog serves as a guide to the many academic programs offered. Please read this catalog carefully as it will prove helpful in academic planning today and for the future. As you consider your course planning for the upcoming years, pay special attention to the points below: A typical course load for students is six periods out of the seven offered. Students are recommended to maintain an “open” hour for extra time to study by registering for a student prep class, serving as a peer tutor, or serving in a leadership role. Consider taking rigorous courses but monitor your daily and evening schedule and balance. Take advantage of courses offered at EHS that also provide college credit. Be sure to pay close attention to how you want your evenings to be structured. o Do you have a job outside of school? o Are you involved in an extra-curricular activity? o Are there other outside commitments that could take priority over school? o How much time will you have to allocate to homework/studying? Look at courses related to your interests beyond high school. Talk to people in professions you are interested in to determine what kind of preparation you can make in high school. -
Zimbabwean and Trinbagonian Literatures
THE ENGLISH LANGUAGE AND THE CONSTRUCTION OF CULTURAL AND SOCIAL IDENTITY IN ZIMBABWEAN AND TRINBAGONIAN LITERATURES A Thesis Submitted to the College of Graduate Studies and Research in Partial FuWllment of the Requirements for the Degree of Doctor of Philosophy in the Department of English University of Saskatchewan Saskatoon BY Edmund Olushina Bamiro Fall 1997 (C) Copyright Edmund 0. Bamiro, 1991. All rights reserved. National Library Bibliottkque nationale du Canada Acquisitions and Acquisitions et Bibliographic Services services bibliographiques 395 Wellington Street 395, rue Wellington WONKtAON4 Ortawa ON KIA ON4 Canada Canada The author has granted a non- L'auteur a accorde me licence non exclusive licence allowing the exclusive permettant a la National Library of Canada to Bibliotheque nationale du Canada de reproduce, loan, distribute or sell reproduire, prster, distribuer ou copies of this thesis in microform, vendre des copies de cette these sous paper or electronic formats. la forme de microfiche/film, de reproduction sur papier ou sur format electronique . The author retains ownership of the L'auteur conserve la propriete du copyright in this thesis. Neither the droit d' auteur qui protege cette these. thesis nor substantial extracts £?om it Ni la these ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent etre imprimes reproduced without the author's ou autrement reproduits sans son permission. autorisation. UNIVERSITY OF SASKATCHEWAN College of Graduate Studies and Research SUMMARY OF DISSERTATION Submitted in partial fulfiUmnt of the requirements for the DEGREE OF DOCTOR OF PEILOSOPHY by EDMUND OLUSHINA BAMIRO Department of English College of Arts md Science University of Saskatchewan Fall 1997 Examining Committee: Dr. -
Senior High School 2020-21 Course Catalog
EDINA SENIOR HIGH SCHOOL 2020-21 COURSE CATALOG Welcome to Edina High School! We are excited and proud of the work we do at Edina High School to provide an exceptional education and assist students in preparation for their future. We look to equip students with the necessary skills to be successful at the next level; whether it is college, vocational training, or work. This process begins with registration and our course catalog serves as a guide to the many academic programs offered. Please read this catalog carefully as it will prove helpful in academic planning today, and for the future. As you consider your course planning for the upcoming years, pay special attention to the points below: A typical course load for students is six periods out of the seven offered. • Students are recommended to maintain an “open” hour for extra time to study by registering for a student prep class, serving as a peer tutor, or serving in a leadership role. Consider taking rigorous courses, but monitor your daily and evening schedule and balance. • Take advantage of courses offered at EHS that also provide college credit. • Be sure to pay close attention to how you want your evenings to be structured. - Do you have a job outside of school? - Are you involved in an extra-curricular activity? - Are there other outside commitments that could take priority over school? - How much time will you have to allocate to homework/studying? Look at courses related to your interests beyond high school. • Talk to people in professions you are interested in to determine what kind of preparation you can make in high school. -
Intensive Summer Institute: Program Evaluation
DOCUMENT RESUME ED 345 509 FL 020 024 AUTHOR Ross, Steven TITLE Intensive Summer Institute: Program Evaluation. 1991. NFLRC Research Notes. INSTITUTION Hawaii Univ., Manoa. Second LaAguage Teaching and Curriculum Center. PUB DATE Jan 92 NOTE 184p. AVAILABLE FROM National Foreign Language Resource Center, University of Hawaii, Webster 203, 2528 The Mall, Honolulu, HI 96822 ($8.00). PUB TYPE Reports - Evaluative/Feasibility (142) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Chinese; Higher Education; Indonesian; *Inservice Teacher Education; *InEtitutes (Training Programs); Japanese; *Language Teachers; Master Teachers; *Peer Tea(lhing; Program Descriptions; Program Evaluation; Secondary Education; Second Language Instruction; Second Langrage Learning; Spanish; *Student Attitudes; Summer Programs; *Teacher Attitudes; Uncommonly Taught Languages IDENTIFIERS *UniveIsity of Hawaii ABSTRACT This report evaluates a 6-week intensive summel program for language teachers at the University of Hawaii. Thirty-two high school or college teachers and teacher trainees of Chinese, Indonesian, Japanese, and Spanish participated. Participants were led by master teachers who provided exemplary teaching, organized language-specific activities, scheduled teaching practice sessions, directed materials preparation, and led group critAque sessions. Independent trained classroom observers provided objective information on program implementation. Each participant was required to maintain a journal on perceptions of the classroom process. The report includes an overview of the program and evaluation process; separate sections describing focused events and student responses to them; conclusions; and a brief list of references. Appended materials include transcripts of classroom observations for each language. Concluding remarks note the strengths of the program and areas for improvement. Strengths include the week devoted to orientation and trie participants' experiences in giving authentic lessons to peers.