This new edition of Jenner's classic Handbook of the Cornish Language appears more than a century after the book's first publication. Now that the Cornish Revival has weathered many storms, it is well worth making Jenner's ground-breaking work available again, copies of the 1904 edition having become rare and expensive.

This book discusses a highly-debated research topic regarding the history of the Arabic language. It investigates exhaustively the ancient roots of Classical Arabic through detailed tracings and readings of selected ancient inscriptions from the Northern and Southern Arabian Peninsula. Specifically, this book provides detailed readings of important Nabataean, Musnad, and Akkadian inscriptions, including the Namarah inscription and the Epic of Gilgamesh. In his book, the author, a known Arabic type designer and independent scholar, provides clear indisputable transcriptional material evidence indicating Classical Arabic was utilized in major population centers of the greater Arabian Peninsula, many centuries before Islam. He presents for the first time a new clear reading of Classical Arabic poetry verses written in the Nabataean script and dated to the first century CE. Furthermore, he offers for the first time a clear detailed Classical Arabic reading of a sample text from two ancient editions of the Mesopotamian Epic of Gilgamesh, separated by more than1000 years. Throughout his readings, the author provides verifiable evidence from major historical Arabic etymological dictionaries, dated many centuries ago. The abundant of in-depth analysis, images, and detailed original tables in this book makes it a very suitable reference for both scholars and students in academic and research institutions, and for independent learners.

This manual provides a detailed presentation of the various Romance languages as they appear in texts written by Jews, mostly using the Hebrew alphabet. It gives a comprehensive overview of the Jews and the Romance languages in the Middle Ages (part I), as well as after the expulsions (part II). These sections are dedicated to Judaeo-Romance texts and linguistic traditions mainly from Italy, northern and southern France (French and Occitan), and the Iberian Peninsula (Catalan, Spanish, Portuguese). The Judaeo-Spanish varieties of the 20th and 21st centuries are discussed in a separate section (part III), due to the fact that Judaeo-Spanish can be considered an independent language. This section includes detailed descriptions of its phonetics/phonology, morphology, lexicon, and syntax.

How and why do changes happen when and where they do? Is it possible to explain changes that occurred centuries ago? These are the central questions addressed in this book, in which the author argues that the development of numerous features of medieval (and modern) Spanish can best be explained as the results of koineization, a process in which mixing among speakers of different dialects leads to the rapid formation of a new mixed and generally simplified variety. The book includes a complete introduction to koineization and detailed study of three stages of dialect mixing in medieval Spanish.

Dialogue as a Means of Collective Communication offers a cross-disciplinary approach to examining dialogue as a communicative medium. Presented in five parts, the book takes the reader on a journey of exploring the power and potential of dialogue as a means for communication. In particular, this volume comes at a time when the global society's attention has been directed to creating more productive conversations in the name of world peace and harmony. It provides a unique new work on dialogue that brings the reader into a "dialogue with dialogue," offering an opportunity to understand the communicative potential of dialogue.
In the book, readers are introduced to five sections: Section I examines the historical and cultural perspectives of conversation. This examination helps to create a foundation for a deeper study of the emergent and salient aspects of conversation as it relates to cultural creativity and human systems design. Sections II offers the reader an examination of dialogue through different philosophical and theoretical perspectives as well as methodological ideas related to conversation. Section III explores different modalities of conversation and the application of design conversation within and across various types of design settings and human experiences. Section IV examines the field of practice as related to use of different forms of conversation. Here various authors will share their different approaches to conversation and their reflections and insights in using conversation in a variety of settings. Concluding the book, Section V reflectively examines the authors' contributions to the book and provides the reader with a focus on the future.

"Routledge A Level English Guides" equip AS and A2 Level students with the skills they need to explore, evaluate, and enjoy English. Books in the series are built around the various skills specified in the assessment objectives (AOs) for all AS and A2 Level English courses. Focusing on the AOs most relevant to their topic, the books help students to develop their knowledge and abilities through analysis of lively texts and contemporary data. Each book in the series covers a different area of language and literary study, and offers accessible explanations, examples, exercises, a glossary of key terms, and suggested answers. "Language and Social Contexts" considers language within the social contexts in which it is used and understood. It covers the key skills and topics, including social contexts, transcripts and the contexts of speech, language and age, language and gender and regional talk; analyses a wide variety of spoken and written texts, from conversations and text messages to wedding invitations, road signs, police warnings and advertisements; offers a step-by-step guide to approaching texts and data and suggestions for structuring a response; and can be used as both a cours

Exam Board: AQA, Edexcel, WJEC, Eduqas & CCEA Level: AS/A-level Subject: Modern Languages First Teaching: September 2017 First Exam: June 2018 Literature analysis made easy. Build your students' confidence in their language abilities and help them develop the skills needed to critique their chosen work: putting it into context, understanding the themes and narrative technique, as well as specialist terminology. Breaking down each scene, character and theme in Como agua para chocolate (Like Water for Chocolate), this accessible guide will enable your students to understand the historical and social context of the novel and give them the critical and language skills needed to write a successful essay. - Strengthen language skills with relevant grammar, vocab and writing exercises throughout - Aim for top marks by building a bank of textual examples and quotes to enhance exam response - Build confidence with knowledge-check questions at the end of every chapter - Revise effectively with pages of essential vocabulary and key mind maps throughout - Feel prepared for exams with advice on how to write an essay, plus sample essay questions, two levels of model answers and examiner commentary

Authoring a PhD involves having creative ideas, working out how to organize them, writing up from plans, upgrading text, and finishing it speedily and to a good standard. It also involves being examined and getting work published. This book provides a huge range of ideas and suggestions to help PhD candidates cope with both the intellectual issues involved and the practical difficulties of organizing their work effectively.

Applied linguistics is the best single label to represent a wide range of contemporary research at the intersection of linguistics, anthropology, psychology, and sociology, to name a few. The Handbook of Japanese Applied Linguistics reflects crosscurrents in applied linguistics, an ever-developing branch/discipline of linguistics. The book is divided into seven sections, where each chapter discusses in depth the importance of particular topics, presenting not only new findings in Japanese, but also practical implications for other languages. Section 1 examines first language acquisition/development, whereas Section 2 covers issues related to second language acquisition/development and bilingualism/multilingualism. Section 3 presents problems associated with the teaching and learning of foreign languages. Section 4 undertakes questions in corpus/computational linguistics. Section 5 deals with clinical linguistics, and Section 6 takes up concerns in the area of translation/interpretation. Finally, Section 7 discusses Japanese sign language. Covering a wide range of current issues in an in an in-depth, comprehensive manner, the book will be useful for researchers as well as graduate students who are interested in Japanese linguistics in general, and applied linguistics in particular. Chapter titles Chapter 1. Cognitive Bases and Caregivers' Speech in Early Language Development (Tamiko Ogura, Tezukayama University) Chapter 2. Literacy Acquisition in Japanese Children (Etsuko Haryu, University of Tokyo) Chapter 3. Age Factors in Language Acquisition (Yuko Goto Butler, University of Pennsylvania) Chapter 4. Cross-lingual Transfer from L1 to L2 Among School-age Children (Kazuko Nakajima, University of Toronto) Chapter 5. Errors and Learning Strategies by Learners of Japanese as an L2 (Kumiko Sakoda, Hiroshima University/NINJAL) Chapter 6. Adult JFL Learners' Acquisition of Speech Style Shift (Haruko Minegishi Cook, University of Hawai'i at Manoa) Chapter 7. Japanese Language Proficiency Assessment (Noriko Kobayashi, Tsukuba University) Chapter 8. The Role of Instruction in Acquiring Japanese as a Second Language (Kaoru Koyanagi, Sophia University) Chapter 9. The Influence of Topic Choice on Narrative Proficiency by Learners of Japanese as a Foreign Language (Masahiko Minami, San Francisco State University) Chapter 10. CHILDES for Japanese: Corpora, Programs, and Perspectives (Susanne Miyata, Aichi Shukutoku University) Chapter 11. KY Corpus (Jae-Ho Lee, Tsukuba University) Chapter 12. Corpus-based Second Language Acquisition Research (Hiromi Ozeki, Reitaku University) Chapter 13. Assessment of Language Development in Children with Hearing Impairment and Language Disorders (Kiyoshi Otomo, Tokyo Gakugei University) Chapter 14. Speech and Language Acquisition in Japanese Children with Down Syndrome (Toru Watamaki, Nagasaki University) Chapter 15. Revisiting Autistic Language: Is "literalness" a Truth or Myth? Manabu Oi (Osaka University/Kanazawa University) Chapter 16. Towards a Robust, Genre-based Translation Model and its Application (Judy Noguchi, Mukogawa Women's University; Atsuko Misaki, Kwansei Gakuin University; Shoji Miyanaga, Ritsumeikan University; Masako Terui, Kinki University) Chapter 17. Japanese Sign Language: An Introduction (Daisuke Hara, Toyota Technological Institute) Chapter 18. Japanese Sign Language Phonology and Morphology (Daisuke Hara, Toyota Technological Institute) Chapter 19. Japanese Sign Language Syntax (Noriko Imazato, Kobe City College of Technology) Chapter 20. Sign Language Development and Language Input (Takashi Torigoe, Hyogo University of Teacher Education)

A witty, fast-paced guide to eliminating those annoying and frustrating Spanish bloopers

Mixing genders, inverting subjects and objects, and trusting "falsos amigos "(a.k.a., false cognates) are just a few of the blunders English-speaking Spanish-language learners commonly make. In "Correct Your Spanish Blunders," veteran Spanish teacher Jean Yates identifies these and other common trouble spots and clearly explains the reasons behind them. You will discover how grammar patterns of Spanish differ from those of English and why trying to translate word for word, structure for structure, from English, can lead to big trouble.

You will learn to break bad habits and correct your mistakes while developing a much more natural feel for Spanish language patterns-- with the help of: More than 1,000 highlighted examples of common blunders to avoid A free app available on iTunes for interactive practice for obliterating those blunders Numerous examples and practical exercises Quick-reference panels for checking correct tense forms A "Hall of Shame" compendium of bad errors to recognize and correct

Alexander Harkavy (1863-1939) is credited with almost single-handedly creating an intellectual environment conducive to Yiddish, and his trilingual dictionary is an indispensable tool for research in Yiddish language and literature. This dictionary has been a classic since it originally appeared in New York in 1925.

Beginning with the historical and geographical background of Mardin, Grigore presents the distinctive dialect of Arabic from the region. Written in French, this grammar covers all the requite areas of grammar and syntax, and notes the distinctiveness of the particular form of Arabic spoken in this region of southeastern Turkey.

This book provides readers a better understanding of the interaction-learning relationship in the English as a Foreign Language (EFL) context. It introduces theories on input, output, and learners' internal mechanisms, and presents the pedagogical implications of how to adapt focus-on-form instruction in Chinese EFL classrooms. As such, it will be of particular interest to those readers who want to explore the relationship between interaction and language acquisition.

South Asia is home to a large number of languages and dialects. Although linguists working on this region have made significant contributions to our understanding of language, society, and language in society on a global scale, there is as yet no recognized international forum for the exchange of ideas amongst linguists working on South Asia. The Annual Review of South Asian Languages and Linguistics is designed to be just that forum. It brings together empirical and theoretical research and serves as a testing ground for the articulation of new ideas and approaches which may be grounded in a study of South Asian languages but which have universal applicability. Each volume will have three major sections: I. Invited contributions consisting of state-of-the-art essays on research in South Asian languages. II. Refereed open submissions focusing on relevant issues and providing various viewpoints. III. Reports from around the world, book reviews and abstracts of doctoral theses.

The Israeli reality points to a number of deep divisions among the population (such as between Sephardi-Ashkenazi, Orthodox-secular, men-women, Arab-Jew), most of which, in our opinion, are progressively decreasing as time passes. The Arab-Jewish divide is the deepest of all, and there is still no solution. In spite of its intensity, it did not enjoy a centrality whether in public debates or in academia. This subject has only come on the agenda after sharp tensions between Arabs and Jews.
In this book we will explore in more detail some aspects of the Arab-Jewish divide, which raise fundamental questions regarding the place of the Arabs and Arab language education in the Jewish State. More specifically, the aim of this book is to describe and analyze language education in the Arab society in Israel from the establishment of the state in 1948 until today. For this purpose, internal processes, which are embedded within the Arab population itself were examined, such as the socio-economic condition of the population, the diglossic situation in the Arabic language, and the wide use of Hebrew among Arabic speakers. Furthermore, the book also deals with external processes such as the policy of control and inspection of the Ministry of Education over the Arab education system in general and on language education in particular, the dominance of Hebrew, and the definition and perception of Israel as a Jewish State. The influence of both internal and external processes on language education and learning achievements will also be extensively discussed. A comprehensive examination was made of Arabic, Hebrew and English, as well as the teaching of French in a number of community schools.
Thetarget group for this book are people who are concerned with sociolinguistics, language education, and language policy and planning. This book will be also of special interest to Arab language teachers and policy-makers in Israel.