In the workplace, poor communication costs both the employer and the employee time and money. Do you want to hire Hispanic workers but get intimidated by the idea of speaking Spanish? Not anymore Do you want a total package to get you communicating with confidence? Effective bilingual communication is a powerful tool that will raise your margins and grow your business. This book is a step-by-step manual that allows you to overcome language barriers; and even better, it gives you the power to hire and train the crew of your dreams SUPERVISORS, CONTRACTORS, SPANISH WORKERS.

Providing focused help as you build and maintain your philosophy and religion collections and field patron's requests, this new addition to the "ARBA In-depth" series contains over 300 critical reviews of quality reference titles by subject experts. These reviews - all of which have appeared in the last six editions of "American Reference Books Annual," the long-trusted source of reliable reviews of recent reference publications - cover both general and specialized reference titles in the fields of philosophy and religion. Author, title, and subject indexes, as well as a contributor list, are provided.

Written by renowned sinologist Bonnie S. McDougall, this is the first full-length, detailed, and theorized treatment in any language of Chinese-English literary translation transactions and will stand as the major primary source of future studies. It opens up new corners of modern Chinese culture and society that sinologists have hitherto overlooked. This book begins by setting out these two contrasting models of translation that co-existed in China during the 1980s: the authoritarian model and the reciprocal, or gift-exchange, model. The following chapters set down the actual circumstances of each model as it operated in its own zone, in the first such testimony from an active observer and participant in both. Two final chapters examine the new theoretical perspectives that arise from the contrast and the overlap between the two zones. A constant challenge in humanistic studies is the problem of exceptionalism versus universalism. In Chinese studies, for instance, books by academic experts often address only a closed, small world of other experts drawing on decades of language and cultural studies. This book is primarily intended for translation studies researchers whose aim is to extend their academic horizons beyond their customary languages and cultures without wishing to devote the rest of their lives to Chinese studies.

Learn more Luganda words The Luganda Children's Dictionary is an illustrated dictionary for your multilingual child to develop their Luganda and English reading skills. Contains over 50 simple nouns for every day use. Discover the joy of reading in Luganda and English together with your multilingual child. Suitable for children 8 to 12 years old.

The Vertical Interlinear for the Aramaic Peshitta New Testament in 3 volumes is composed in a non-traditional vertical layout that makes it easy to understand how the text is translated into English. The English translation of the verse is written out directly above the list of individual words and corresponds to the translation from the Aramaic Peshitta New Testament Translation by Janet Magiera. To the left of each individual word is the Dictionary Number used by all of the Light of the Word Ministry publications. Further study can be made by searching the Word Study Concordance and looking up the number in the Dictionary Number Lexicon. Volume I covers Matthew through Luke.

The 30 poems collected in Waters, muddy and clear, will let the reader penetrate Tempesta's nostalgic Italian heart. His verses, some in rhymes, are about love, desire, passion and compassion, fear and rejection, and the irony of life in all its aspects. Translating poetry is an arduous task but he succeeded in recreating in English, the emotional impact of his original poems in Italian. At the end, he even invites the readers to give their own interpretation of the final poem, My Lady. Giovanni is a firm believer that we are all poets in one way or another, and that poetry lives inside of us. Poetry is part of each and every one of us, without exception. It is like a remote and hidden prisoner. He feels that man, like Michelangelo and his David, must do nothing but give it freedom from its imprisonment. Once sent forth, however, poetry belongs to us no longer, thus we often do not feel worthy of it. We hold the doubt that it was really our delivery, that it was hidden inside us for so long.

This book offers a valuable contribution to the discussion on the complexities of L2 learning processes that pose a challenge to learners. Focusing on the cognitive, affective and socio-cultural perspectives, the papers included provide important insights into the individual's experiences in second language acquisition. This work also addresses social interactions and cultural background, shedding new light on their role in the context in L2 learning processes. It is a valuable resource for anyone interested in understanding the challenges of foreign-language (FL) learning and teaching.

Language teachers, social studies teachers, and school library media specialists will find this resource invaluable for providing lessons and activities in critical thinking for students in grades 7-12. It is filled with over 200 primary source Internet sites covering the Chinese, French, German, Spanish, Japanese, Russian, and Latin languages. Each Web site will help reinforce language skills while providing students with interactive lessons on the unique culture of the peoples who speak the language. The next best thing to visiting the country itself

For each of the 56 primary Web sites, a site summary is given describing its contents and usefulness to teachers and school library media specialists. Site subjects may include: a country's radio or news program; the history of a country and its visual arts, including museums; foods eaten by the people who speak this language and recipes on how to prepare them; ceremonies, customs, and sports enjoyed; geography of the countries who speak this language; and sites to help practice the language itself. Following are a list of questions and activities which students can prepare orally or in written form, and at least four more related Web sites are provided for further study. Using this book will not only help students increase their language skills, but it will also open up the entire culture, to enable students to experience it just as if they were visiting

In his New York Times bestseller, Born to Kvetch, author Michael Wex led readers on a hilariously edifying excursion through Yiddish culture and history. With Just Say Nu, he shows us how to use this remarkable language to spice up conversations, stories, presentations, arguments, and more, when plain English will not suffice (including, of course, lots of delightful historical and cultural side trips along the way).

There is, quite simply, nothing in the world that can't be improved by being translated into Yiddish. With Just Say Nu, readers will learn how to shmooze their way through meeting and greeting, eating and drinking, praising and finding fault, maintaining personal hygiene, parenting, going to the doctor, committing crimes, going to singles bars, having sex, talking politics, talking trash, and a host of other mundane activities. Here also is a healthy schmear of optional grammar and the five most useful Yiddish words--what they mean, and how and when to use them in an entire conversation without anybody suspecting you don't have the vaguest idea about what you're actually saying.

Should there be an apostrophe in "its"?What's the difference between "i.e." and "e.g."?Should I write "ensure" or "insure"?What's wrong with the word "lite"?Should I say "who" or "whom"?Should I write "My partner and I" or "My partner and me"?Is it correct to say "May I" or "Can I"?Find the answers to these - and many other - grammatical puzzles in The Grammar Cookbook The Grammar Cookbook is an easy-to-read reference that shows you how to avoid the most common grammatical errors. It is presented in a non-technical, easy-going style in a topic-per-page format: browse through it at your leisure or quickly look up the answers to specific questions.SectionsSection 1: PunctuationApostrophes, commas, colons, dashes, hyphens: which should you use (or not), and when? Find out here Section 2: Word Usage"Everyday" or "every day"? A collection of everyday word usage errors, with explanations and examples of correct usage.Section 3: ConfusablesWords that look and/or sound similar, but have quite different meanings. Do you offer complimentary therapies or complementary therapies? Using the wrong spelling could cost you a lot of money Make sure you get it right.Section 4: Points of GrammarNouns, verbs, adjectives: what are they? And what are the important ingredients of a sentence? We provide brief coverage of these topics in this section.Section 5: Further ReadingIt's fascinating stuff, isn't it? In this section we guide you to resources that go into greater detail on the topics we have covered.Section 6: IndexAn easy way to look up answers to specific questions.

French for Multidisciplinary Courses Beyond 21st Century Literacies provides readers with a collection of chapters and readings in French that discuss the practical application of the French language across the disciplines. The text is organized into four modules. Module 1 includes a collection of exercises that help readers recognize the French grammar and phonetics they already know within the text, and also identify the grammar and phonetics with which they are not familiar. In Module 2, chapters address the essentials of French through collaboration, how experiential knowledge and social learning can make energy use more sustainable, the artistic link between Paris and New York, and more. Module 3 covers the essentials of French through linguistics, how learning a language can help one build a relationship with a culture, and African values to save the earth. The final module addresses the essentials of French through history and composition, translation, and language and culture in global literacy. French for Multidisciplinary Courses Beyond 21st Century Literacies is an ideal resource for upper division courses in French, as well as those across the disciplines with an international emphasis.

Product DescriptionDespite the amount of material about Arabic grammar, phonology, and morphology, the need for a book combining an independent study in morphology with theoretical discussions is more than evident. This book fills that void by proposing an in-depth analysis of various morphological issues based on the seven classes of verbs and their nine derivatives. These classical classes are the strong verb, the doubled, the hamzated, the verb with 1st radical w or y, the verb with 2nd radical w or y, the verb with 3rd radical w or y, and the verb that is doubly weak. The nine derivatives are the perfect, imperfect, imperative, infinitive noun, active participle, passive participle, noun of time, noun of place and noun of instrument. The different sections introduce several paradigms of verbs, a carefully explored data and explicit information about the morphological structures and the various phonological changes that can affect them, such as the addition, transfer or elision of a vowel or letter, the assimilation of two letters and the substitution of one letter for another. The study pays also particular attention to the most representative works from the 8th century until our days.About the AuthorJoyce Akesson has studied the Semitic languages at Lund's University, Sweden, and has previously been a lecturer there during many years. Beside the present book, she is the author of "The Phonological Changes due to the Hamza and Weak Consonant in Arabic" (Pallas Athena 2010), "A Study of the Assimilation and Substitution in Arabic" (Pallas Athena 2010), "The Essentials of the Class of the Strong Verb in Arabic" (Pallas Athena 2010), "The Complexity of the Irregular Verbal Nominal Forms & the Phonological Changes in Arabic" (Pallas Athena Distribution 2009), "Arabic Morphology and Phonology: Based on the Marah Al-Arwah by Ahmad B. Ali B. Masud" (Studies in Semitic Languages and Linguistics), Brill Academic Publishers (July 2001) and "Ahmad B. 'Ali B. Mas'Ud on Arabic Morphology Marah Al-Arwah: Part 1: The Strong Verb" (Studia Orientalia Ludensia, Vol 4), Brill Academic Pub (October 1990). She has also published several articles about Arabic linguistics in two Journals, the Journal of Arabic Linguistics (the ZAL or Zeitschrift fur Arabische Linguistik) Wiesbaden, and the previous Acta Orientalia, Denmark. She has also written a lemma about sarf "morphology/phonology in the Encyclopaedia of Arabic Language and Linguistics, vol. 4. Leiden: Brill, 20.

Social context, an often-neglected dimension in L2 learning/use, can play a vital role in sustaining learners’ initial motivation. As researchers have begun to shift their focus from teaching to learners and learner variables, what happens to learners when they practise their new skills in the community, has become an important area of concern. Using data on Welsh learners’ experiences outside the classroom, the author argues that, in order to learn a second or foreign language successfully, learners require regular interaction in the target language in a setting in which they feel comfortable. The impact on learners of native speakers’ switch to a language of wider communication, their speed of speech, use of dialect and identity issues are explored as are the relevance of practical issues such as time and opportunity and affective factors such as anxiety.

I first used the Internet in fall 1993, as a Fulbright Scholar at Charles University in Prague. I immediately recognized that the Internet would radically transform second language teaching and learning, and within a year had written my first book on the topic, E-Mail for English Teaching. The book galvanized a wave of growing interest in the relationship of the Internet to language learning, and was soon followed by many more books on the topic by applied linguists or educators. This volume, though, represents one of the first that specifically analyzes the relationship of new technologies to the teaching of languages for specific purposes (LSP), and, in doing so, makes an important contribution. The overall impact of information and communication technology (ICT) on second language learning can be summarized in two ways, both of which have special significance for teaching LSP. First, ICT has transformed the context of language learning. The stunning growth of the Internet-resulting in 24 trillion email messages sent in 2005, and more than 600 billion Web pages and 50 million blogs online in the same year-has helped make possible the development of English as the world's first global language.