This book explores the importance of language in content learning. It focuses on teachers' roles, knowledge and understanding of language in school contexts (including academic language and disciplinary languages) to support students. It examines teachers' language-related knowledge base for content teaching, which include teachers' knowledge of and about language, knowledge of (their) students and their pedagogical knowledge. This book also explores how teachers' knowledge of language, students and content are linked as part of a larger pedagogical content knowledge, which includes knowledge of the role of language in content learning. As well, it further considers literacy (and literacies) as part of this examination of teachers' knowledge of language.

Denis Donoghue turns his attention to the practice of metaphor and to its lesser cousins, simile, metonym, and synecdoche. Metaphor ("a carrying or bearing across") supposes that an ordinary word could have been used in a statement but hasn't been. Instead, something else, something unexpected, appears. The point of a metaphor is to enrich the reader's experience by bringing different associations to mind. The force of a good metaphor is to give something a different life, a new life. The essential character of metaphor, Donoghue says, is prophetic. Metaphors intend to change the world by changing our sense of it.

At the center of Donoghue's study is the idea that metaphor permits the greatest freedom in the use of language because it exempts language from the local duties of reference and denotation. Metaphors conspire with the mind in its enjoyment of freedom. Metaphor" celebrates imaginative life par excellence, from Donoghue's musings on Aquinas' Latin hymns, interspersed with autobiographical reflection, to his agile and perceptive readings of Wallace Stevens.

When Donoghue surveys the history of metaphor and resistance to it, going back to Aristotle and forward to George Lakoff, he is a sly, cogent, and persuasive companion. He also addresses the question of whether or not metaphors can ever truly die. Reflected on every page of Metaphor" are the accumulated wisdom of decades of reading and a sheer love of language and life.

Scholars usually date Yiddish from the 11th century, when modern linguists believed the language began as a German dialect spoken by newly arrived Jewish immigrants from France and Northern Italy living along the Rhine. Over time, it became an actual language incorporating elements of Hebrew, Aramaic, and the Slavic and Romance languages. As the story proceeds through the centuries, Karlen highlights the intertwining fates of Judaism and Yiddish. The language would reach literary heights in the 19th century and 20th centuries.Yet in the middle of the 20th century, while the language and culture was at its zenith, Yiddish faced two of its gravest enemies - the genocidal Nazis and the early, proud Zionists who founded Israel in the wake of the Holocaust and decided that with a new Jewish homeland, there would also have to new kind of Jew, speaking a different kind of language. It wasn't until roughly a decade ago that a new generation has begun to work zealously to recapture Yiddish before it disappears.

This expanded and updated workbook is designed with the student in mind and intended for use with the standard-setting Basics of Biblical Greek Grammar textbook, now in its fourth edition. Two optional chapters have been added to the Basics of Biblical Greek Workbook, allowing students to read large chunks of the biblical text and enjoy the fruits of their labor faster than ever before. Each chapter is divided into six sections and includes extensive exercises and significant biblical passages for translation. One of the most helpful and unique features of the workbook remains. You can go through the workbook on one of two tracks: Track One follows the workbook (and textbook) in its regular order, while Track Two is organized so you can learn verbs earlier in the course.

This book draws on real-world case studies to highlight key challenges and support the crafting of relevant and contextual responses. There is increasing pressure on academics and teaching staff to provide high-quality teaching and delivery in English. More than an edited volume, it offers a true dialogue on emerging trends in EMI, making it of considerable value to practitioners, students and policymakers alike. By analyzing established and emerging models of EMI delivery, the book presents a review and assessment of how universities can respond to student expectations and build internal capacities so as to offer better learning experiences.

Increases students' translation competency, from English into Spanish and vice versa, in a systematic, meaningful, contextualized and practical way Provides students with the most up-to-date information on the current technological tools available during the translation process, including online dictionaries and glossaries, the use of terminology banks, corpus linguistics, automatic translation, and translation memory software. A wealth of translation activities within the book and online link theory to practice and provide ample opportunity to practice the techniques and strategies. New edition includes topics more relevant today such as healthcare translation, localization, remote interpreting, and audiovisual translation.

This book aims to investigate the process of decision-making in subtitling of feature films and entertainment series. The author uses Relevance Theory (Sperber and Wilson,1986) to argue that the technical, linguistic and translational constraints at work in subtitling result in a curtailed target text, and illustrates this argument by invoking examples drawn from the English-Polish subtitles of films and television series available through the subscription service Netflix. After introducing the current state of research on audiovisual translation within and outside the framework of translation studies, he presents the core concepts underpinning Relevance Theory and explains how it can be used to construct a model of the process of subtitling. This book will be of interest to students and scholars working in the fields of translation studies, audiovisual translation studies, and communication studies.

Professor Riccardo Moratto and Professor Hyang-Ok Lim bring together the most authoritative voices on Korean interpreting. The first graduate school of interpretation and translation was established in 1979 in South Korea. Since then, not only has the interpretation and translation market grown exponentially, but so too has research in translation studies. Though the major portion of research focuses on translation, interpretation has not only managed to hold its own, but interpretation studies in Korea have been a pioneer in this fi eld in Asia. This handbook highlights the main interpretation research trends in South Korea today, including case studies of remote interpreting during the Covid-19 pandemic, Korean interpreting for conferences, events, and diplomacy, and research into educating interpreters effectively. An essential resource for researchers in Korean interpreting, this handbook will also be very valuable to those working with other East Asia languages.

This book investigates the importance of humour and play in the establishment of individual and group identities among adult language learners on an intensive business English course. The enclosed setting allows the emergent nature of community building and identity projection to be traced, foregrounding the important role of humorous play in these vital social processes. The book will be of interest to students and researchers of applied linguistics, second language acquisition and humour studies.

* The first book to be devoted exclusively to understanding and mastering this challenging area of Portuguese grammar. * Ideal for Intermediate to Advanced learners of European or Brazilian Portuguese who wish to master the use of the subjunctive. * Clearly structured to guide students through the six subjunctive modes through clear and accurate explanations with a range of exercises to test and consolidate learning

This edited book brings together contributions from scholars in different international and educational contexts to take a critical look at the design and implementation of second language Study Abroad Research (SAR). Examining data sources and types, research paradigms and methods, and analytic approaches, the authors not only provide insight into the field as it currently stands, but also offer recommendations for future research, with the aim of revitalizing inquiry in the field of SAR. This book will be of interest to applied linguists, as well as educators and education scholars with an interest in researching international study.

This is as complete beginner's course in French which covers the requirements of the various GCSE examination syllabuses, and provides a good background to the language for students on RSA and other similar courses. The approach is designed to be of particular value for further education and self-study purposes.

This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens. The book is divided into five parts. Part I frames the conversation and contributions in this edited volume; Part II provides an overview of SLIFE, Part III focuses on teacher preparation programs, Part IV discusses the challenges faced by SLIFE in K-12 learning environments and Part V examines SLIFE in adult learning environments. This book is unique in that it offers practical instructional tools to educators, thus helping to bridge theory and practice. Moreover, it retains a special focus on K-12 and adult SLIFE and has an inclusive and international perspective, which includes a novel theoretical framework to support the mental, emotional, and instructional needs of LGBTQ+ refugee students. The book is of interest to teacher educators, in-service and pre-service teachers, English literacy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments.

Designed as a multi-purpose tool for English language learners. Best if used during or after a course, training, or tutoring of the English language, even if being taught by friends or family. All content is in English. The most common, functional and useful English words and phrases to navigate daily life are included as well as essential grammar usage rules. This 6 page laminated guide is handy enough to go anywhere as a cheat sheet reference for speaking English. As a new student of the language this is a must-have, as the learner progresses the guide offers quick access answers for practice until the guide becomes less and less necessary. 6 page laminated guide includes: Alphabet, Cardinal Numbers, Ordinals Measures, Money, Food Days & Dates, Months of Year, Seasons Family, Health, Emergency Safety Invitations & Offers, Emotions, Greetings Colors, Holidays, Weather & Climate The 50 United States & Jurisdictions Government, Common Jobs, Directions, Time Opinions Digital Language, School & University Medical Nouns, Plurals of Nouns, Pronouns Articles Adjectives, Adverbs Conjunctions, Prepositions The English Sentence Asking Questions

This book—an English translation of a key Tamiḻ book of literary and cultural criticism—looks at the construction of Tamiḻ scholarship through the colonial approach to Tamiḻ literature as evidenced in the first translations into English. The Tamiḻ original Atik�ramum tamiḻp pulamaiyum: Tamiḻiliruntu mutal �ṅkila moḻipeyarppukaḷ by N Govindarajan is a critique of the early attempts at the translations of Tamiḻ literary texts by East India Company officials, specifically by N E Kindersley. Kindersley, who was working as the Collector of South Arcot district in the late eighteenth century, was the first colonial officer to translate the Tamiḻ classic Tirukkuṟaḷ and the story of King Naḷa into English and to bring to the reading public in English the vibrant oral narrative tradition in Tamiḻ. F W Ellis in the nineteenth century brought in another dimension through his translation of the same classic. The book, thus, focuses on the attempts to translate the Tamiḻ literary works by the Company’s officials who emerged as the pioneering English Dravidianists and the impact of translations on the Tamiḻ reading community. Theoretically grounded, the book makes use of contemporary perspectives to examine colonial interventions and the operation of power relations in the literary and socio-cultural spheres. It combines both critical readings of past translations and intensive research work on Tamiḻ scholarship to locate the practice of literary works in South Asia and its colonial history, which then enables a conversation between Indian literary cultures. In this book, the author has not only explored all key scholarly sources as well as the commentaries that were used by the colonial officials, chiefly Kindersley, but also gives us an insightful critique of the Tamiḻ works. The highlight of the discussion of Dravidian Orientalism in this book is the intralinguistic opposition of the “mainstream� Tamiḻ literature in “correct/poetical� Tamiḻ and the folk literature in “vacana� Tamiḻ. This framework allows the translators to critically engage with the work. Annotated and with an Introduction and a Glossary, this translated work is a valuable addition to our reading of colonial South India. The book will be of interest to researchers of Tamiḻ Studies, Orientalism and Indology, translation studies, oral literature, linguistics, South Asian Studies, Dravidian Studies and colonial history.

This book departs from existing studies by focusing on the impact of international influences on the society, culture, and language of both North and South Korea. Since President Kim Young Sam's segyehwa drive of the mid-1990s, South Korea has become a model for successful globalization. In contrast, North Korea is commonly considered one of the least internationally integrated countries. This characterization fails to account for the reality of the two Koreas and their global engagements. The opening essay situates the chapters by highlighting some significant contrasts and commonalities between the experiences of North and South Korea's history of engagement with the world beyond the Peninsula. The chapters explore both the longer-term historical influence of Korea's international contacts as well as specific Korean cultural, linguistic, and social developments that have occurred since the 1990s demise of the global Cold War and greater international integration.

This book explores heterogeneity in the Indian academic setting. Presenting a study on the performance of Bachelor of Engineering students from various parts of the county, it analyzes the subjects' language skills on the basis of selected sociolinguistic variables and examines the possible role/impact of using multiple languages in the communicative setting described. In turn, the book investigates the differences between the way language is viewed in the Orient and in the Western world, and how, despite their differences, these views lead to similar language teaching methods in both worlds. It also highlights the limitations of current theories and frameworks in terms of accommodating modern methods of assessing language skills. Addressing socio-pragmatic issues in terms of English proficiency and language assessment, it is the first book to offer such a focused and detailed discussion of these varied but related issues, making it a valuable resource for all scholars and researchers working in the areas of socio-pragmatics, language assessment, and intercultural communication.

This book adopts a multidisciplinary approach to try to answer the question of how do we, as human beings, go from the socially neutral linguistic act of discriminating external stimuli to the socially loaded act of promoting social discrimination though language? This contributed volume brings together works presented at the international event "From Discriminating to Discrimination - The Influence of Language on Identity and Subjectivity". This was an online event hosted and organized by the Brandenburg University of Technology (BTU), Germany, in partnership with Sao Paulo State University (UNESP), Brazil, that brought together lecturers from different universities around the world. During the event, linguists, psychologists, language teachers, social workers and pedagogues got together to discuss how discriminating can be recognized as a natural and important ability of the human being in the early stages of life and, after that, how to avoid discriminatory acts against others. The debates held online took into account the important and necessary dialogue between linguistics and other social sciences to discuss the role played by language as a form of building subjectivity and teaching practices that can contribute to minimize discrimination and promote integration and acceptance in a broad sense, understanding the preponderant role of language in recognizing what is different (discriminating), without diminishing or excluding it (discrimination). From Discriminating to Discrimination: The Influence of Language on Identity and Subjectivity will help linguists, psychologists, educators, social workers and a broad range of social scientists working with cognitive, linguistic and educational studies understand the path taken by differentiation, from the beginning of the child's language development - when discrimination (of sounds, gestures, etc.) is essential for the acquisition of language to occur -, until the moment when differentiation, discrimination, ceases to be an essential factor and becomes a means of social segregation.

The book discusses recycled discourses of language and nationalism in Finnish higher education, demonstrating the need to look beyond language in the study of language policies of higher education. It analyses the historical and political layeredness of language policies as well as the intertwined nature of national and international developments in understanding new nationalism. Finnish higher education language policies were fuelled by the dynamics and tensions between the national languages Finnish and Swedish until the 2000s, when English begins to catalyse post nationalist discourses of economy and competitiveness. In the 2010s, English begins to be seen as a threat to Finnish. Educational, economic and epistemic nationalism emerge as the main cycles of new nationalist language policies in Finnish higher education. The book will be of interest to language policy and higher education scholars and practitioners, as well as graduate students language policy and higher education.

With an estimated 1.6 million English as an Additional Language (EAL) learners in the UK, and over 5 million in the USA, EAL research is urgently needed to inform practice. This edited volume investigates the multifaceted elements that shape EAL pedagogy and research in a variety of settings and research areas including linguistic ability influences on subject-specific skills, integrating learners' home languages into classroom environments, and the importance of supporting EAL teachers in the classroom. In doing so, the contributors provide an international perspective on the emerging field of EAL research. The research-based chapters detail fundamental concerns related to EAL learner education. The text is composed of three parts: Part 1 explores the question of what is EAL and how a definition can shape policy construction; Part 2 examines the challenges EAL learners face in the classroom, including the use of first languages and the relative impact learner language proficiency has on subject-specific classes; and Part 3 investigates concerns relating to supporting EAL teachers in the classroom. The volume draws on researcher expertise from a variety of universities and institutions worldwide. It explores diverse language backgrounds in multilingual contexts. It covers empirical studies with pedagogical, policy and further research implications. The volume represents a single resource invaluable for EAL teachers, trainers and trainees, as well as researchers in the field of education, language learning and teaching, bilingualism and multilingualism, and second language acquisition.