In 2015, Professor Emerita Lucille M. Schultz donated to the University of Cincinnati her set of composition materials gathered from fifteen libraries and collections around the country. With 350 entries ranging from 1785 to 1916, the collection includes picture books for early primary schools, grammar textbooks, student writing, and advanced rhetoric textbooks for undergraduates. The documents afford a thrilling glimpse into nineteenth-century ways of thinking and teaching, highlighting practices we would today identify as prewriting, collaborative invention, freewriting, and object-oriented pedagogy. Composing Legacies relates these pedagogies to expressions of social class, nationalism, and public engagement that run throughout the Victorian era and the Gilded Age. Early chapters show how writing and grammar handbooks aimed to reproduce social hierarchies; later ones show how textbook authors aimed to mitigate lecture-style pedagogy with attention to student backgrounds, personal interests, economic aspirations, and presumed audiences. Often, those authors demonstrated a pronounced interest in national unity, but not without exception. Little-known Confederate textbooks took the ideology of unity to be a form of Northern aggression, promoting the maintenance of state and local traditions through their classroom exercises and sample passages. Composition scholars who see the nineteenth-century as a period of skills-and-drills teaching, devoid of explicit political concern, will find surprises in the archival texts' testimonies about national crises and civic participation. Those scholars will also find that the "social turn" in writing and rhetoric, however recent as a historical framework, has been underway for more than two hundred years.

This book brings together chapters on the semantics and pragmatics of measurement, scales, and numerical expressions. The chapters highlight recent developments in measurement theory, the meaning of numerical expressions and the relation between measurement scales and entailment scales. The authors provide explorations in formal and experimental semantics and pragmatics, as well as at the interfaces of this field with others including philosophy of language and sociolinguistics. This book will be of interest to students and scholars in these areas, as well as psychology, psycholinguistics and artificial intelligence.

This volume includes a collection of studies on the interplay between norm and usage in lexis, which is explored by looking at both dictionaries and the media. The title features the polysemous verb to observe, which is used both in the sense of "investigating" use/usage and in that of "respecting" norms. This thematic area is analysed from a synchronic perspective focusing predominantly on the lexis of four European languages, namely English, French, Italian and Spanish, although other languages are occasionally referred to (e.g. Catalan and Danish). The volume comprises nineteen chapters, which provide a wide-ranging, but deeply focused overview of the complex and challenging interrelation between sites and processes of norm formation and the recontextualization, reconfiguration and re-creation of those norms. The book is structured in four thematic sections, which focus on the norm-setting role of dictionaries, the importance of authentic language use in recent lexicographic products, the impact of the Web on language usage as well as on the processes of norm creation and diffusion, and the impact of mass-mediated communication on lexis. The volume contains contributions in English, French, Italian and Spanish.

This book is a collection of essays, weaving together cognitive psychology, psycho-linguistics, developmental psychology, modern philosophy and behavioural sciences. It raises the question: how does grammar relate to our remarkable ability to cooperate for future needs? The author investigates the interconnections between the mechanisms governing cooperation and reciprocal altruism on the one hand and the capacity to generate an infinite range of expressions from a finite set of syntactically structured elements on the other. Based on these premises, the specific character of cognitive explanations, possible architectures of mind, non-formal grammar and tacit knowledge are explored. Furthermore the author deals with the role of conceptual representations in explaining grammar, the modular structure of mind and the evolutionary origins of human language ability and moral authority.

Este volumen recoge varios estudios que reflejan las ultimas tendencias en la investigacion linguistica teorica y aplicada desde diversas perspectivas enmarcadas en las distintas subdisciplinas linguisticas, a saber: Analisis del discurso, Sintaxis, Semantica, Linguistica de corpus o Pragmatica, entre otras. Ofrece, por tanto, un panorama de la investigacion linguistica actual y pone de manifiesto la heterogeneidad dentro de este ambito del saber. Esta obra contiene trabajos en ingles y en espanol que analizan diversos fenomenos de estas lenguas, asi como del chino, aleman, frances, italiano, arameo o croata. Con este compendio de articulos se abren nuevas vias de investigacion para la comunidad cientifica.

This monograph is to investigate practical applications and contributions of self-regulated learning (SRL) to second/foreign language (L2) writing from sociocognitive and sociocultural perspectives. It showcases a comprehensive and updated review of conceptual and methodological issues of SRL and the state-of-the-art research on its applications to L2 learning and teaching. This volume further elaborates the design and results of a large-scale project which conducts observational and intervention studies investigating SRL strategies in L2 writing. This book reveals that a cross-disciplinary understanding of SRL strategies plays a crucial role in advancing theoretical functions of SRL and in extending its applications to L2 education in general, and L2 writing in particular. This book makes significant contributions to developing and validating new conceptual frameworks and tools for evaluating multidimensional structures of SRL strategies and self-efficacy in L2 writing; elucidating the interplay of personal, behavioral, environmental and psychological factors with SRL strategies and writing performance; and presenting an effective self-regulation instructional model for nurturing L2 learners' motivation and confidence to strategize, reflect and succeed in writing. Teng has established herself as one of the prominent scholars in the discussion of self-regulated learning strategies. Her contribution to the fields of L2 writing and strategic learning are undeniable. This monograph is an excellent showing of how her endeavors to bring established theories from educational psychology to applied writing research have progressed over a number of methodologically rigorous studies. It should be required reading for anyone with an interest in cultivating strategic writers not only in the Chinese context but worldwide. Nathan Thomas, UCL Institute of Education

Good Video Games and Good Learning presents the most important essays by James Paul Gee devoted to the ways in which good video games create good learning. The chapters in this book argue that good games teach through well-designed problem-solving experiences. They also prove that game-based learning must involve more than software and technology and engage with the design of passionate-affinity spaces where people mentor each other's learning and engagement. In the end, the book offers a model of collaborative, interactive, and embodied learning centered on problem solving, a model that can be enhanced by games, but which can be accomplished in many different ways with or without games.

Ivor Armstrong Richards was one of the founders of modern literary criticism. He enthused a generation of writers and readers and was an influential supporter of the young T.S. Eliot. Principles of Literary Criticism was the text that first established his reputation and pioneered the movement that became known as the 'New Criticism'. Highly controversial when first published, Principles of Literary Criticism remains a work which no one with a serious interest in literature can afford to ignore.

Inspired by the author's observations of the language curriculum as a practising teacher for the past 20 years, this book addresses how the high school Chinese language and literacy (Yuwen) curriculum in China was controlled and directed in the post-Mao era. Examining the social and political domination from 1980 to 2010, the book offers insights into how teachers and schools responded to the top-down curriculum change in their teaching practice. This book discusses some of the most important questions concerning China and its education system: What changes have occurred in the Chinese language and literacy curricula; how and why the changes have occurred; who has been in control of the process and outcome; and what impacts the curriculum changes may bring not only to China but to the international sectors that "export" education and degrees to China and Chinese students. The author provides answers to these questions crucial to both the contemporary Chinese society and the students who come out of that system. This critical inquiry of the Yuwen curriculum and its implementation provides a valuable and timely showcase for understanding the ideology of China's future generation and the social and political transformation in the past three decades. In addition to researchers, this book is expected to have impact on policymakers in China and beyond, where Chinese migrants and international students constitute a substantial learning population.

This book offers a critical examination of second language (L2) learning outside institutional contexts, with a focus on the way second language learners introduce, close, and manage conversational topics in everyday settings. Koenig adopts a Conversation Analysis for Second Language Acquisition (CA-SLA) approach in analyzing oral data from a longitudinal study of L2 learners of French, au pairs in Swiss families, over several years. With this approach the author presents insights into the ways in which L2 learners introduce and close conversational topics in ongoing conversations and how these strategies evolve over time, setting the stage for future research on this little documented process in second language acquisition. This volume contributes toward a greater understanding of L2 learning "in the wild," making this key reading for students and researchers in second language acquisition, applied linguistics, and French language learning and teaching.

Almost everything that one claims about meaning is likely to be questioned or disputed. Translation studies also abound in numerous controversies. However, there is no doubt that translations entail a transfer of meaning, even if the exact sense of the word "meaning" remains vague. The same applies to the term "translation equivalence". This book is an attempt to cope with conceptual, terminological, theoretical, and practical difficulties resulting from this nebula of issues. Numerous examples of translated legal, religious and artistic texts are provided to substantiate the claim that translation equivalence, except in the most trivial sense of the term, is indeed a delusion. The book is addressed to all those persons who are interested in mutual relations between semantics and translation studies.

El lexico-gramatica del espanol ofrece una aproximacion alternativa al estudio de la gramatica avanzada del espanol. Este libro brinda al estudiante un enfoque autentico y contextualizado del uso del espanol, basandose en datos provenientes de corpus de espanol-L1 y L2 junto a la investigacion linguistica a fin de describir las caracteristicas lexico-gramaticales fundamentales de la lengua y su variacion. Cada capitulo incluye actividades guiadas para que los estudiantes puedan realizar busquedas en estos corpus con el proposito de llegar a conclusiones fundamentadas en evidencias empiricas sobre como los aprendices de varios niveles de competencia usan ciertos elementos lexico-gramaticales. Este libro representa un recurso ideal para los estudiantes de la gramatica avanzada del espanol a nivel de pregrado y posgrado. El lexico-gramatica del espanol provides an alternative approach to the study of advanced Spanish grammar. Drawing on L1 and L2 Spanish language corpora and linguistic research to describe key lexico-grammatical characteristics of the Spanish language, this book gives students insight into real, variable, and contextualized usage of Spanish. Each chapter includes guided exercises so that students can conduct their own searches of the corpus and draw evidence-based conclusions on how particular grammar structures are used by Spanish speakers at varying levels of proficiency. This is an ideal resource for advanced undergraduate and postgraduate students of Spanish language and linguistics.

This book explains the effects of war and armed conflict on individual children and their family system, and how culturally responsive social work practice should take into account the diversity and heterogeneity of their needs and lived experiences. Unpacking social work practice with children and families affected by war and migration, the volume provides a valuable toolkit for practitioners, educators, researchers, and service-providers that work with war-affected populations around the globe. The contributions suggest that fostering a family approach, allotting careful attention to context and culture, and linking the arts and participation with social work practice, can all be vital to enhancing the research, education, and practice around working with children and families affected by armed conflict. Providing a critical reflection of social work education and practice, this book will be of interest to practitioners in the field of social work, as well as researchers studying the social effects of migration. This book was originally published as a special issue of the Journal of Family Social Work.

This comprehensive account of performance-based assessment of L2 lexical proficiency analyzes and compares two of the primary methods of evaluation used in the field and unpacks the ways in which they tap into different dimensions of one model of lexical competence and proficiency. This book builds on the latest research on performance-based assessment, which has most recently pointed to the application of more quantitative measures to L2 data, to systematically explore the qualitative method of using human raters in assessment exercises and the quantitative method of using automatic computation of statistical measures of lexis and phraseology. Supported by an up-to-date review of the existing literature, both approaches' unique features are highlighted but also compared to one another to provide a holistic overview of performance-based assessment as it stands today at both the theoretical and empirical level. These findings are exemplified in a concluding chapter, which summarizes results from an empirical study looking at a range of lexical and phraseological features and human raters' scores of over 150 essays written by both L2 learners of English and native speakers. Taken together, the volume challenges existing tendencies within the field which attempt to use one method to validate one another by demonstrating their capacity to indicate very different elements of lexical proficiency, thereby offering a means by which to better conceptualize performance-based assessment of L2 vocabulary in the future. This book will be of interest to students and researchers working in second language acquisition and applied linguistics research, particularly those interested in issues around assessment, vocabulary acquisition, and language proficiency.

1. This title offers an extensive study of the conceptual metaphors in the perception domain. 2. The authors adopts contrastive perspective to reveal the similarities and differences between English and Chinese. 3. This title provides a thorough consideration of embodied motivation for various metaphorical mappings, which would benefit a variety of readership groups.

Teaching Diversity and Inclusion: Examples from a French-Speaking Classroom explores new and pioneering strategies for transforming current teaching practices into equitable, inclusive and immersive classrooms for all students. This cutting-edge volume dares to ask new questions, and shares innovative, concrete tools useful to a wide variety of classrooms and institutional contexts, far beyond any disciplinary borders. This book aims to instill classroom approaches which allow every student to feel safe to share their truth and to reflect deeply about their own identity and challenges, discussing course design, assignments, technologies, activities, and strategies that target diversity and inclusion in the French classroom. Each chapter shares why and how to design an inclusive community of learners, including opportunities to promote interdisciplinary approaches and cross-disciplinary collaborations, exploring cultures and underrepresented perspectives, and distinguishing unconscious biases. The essays also provide theoretical and practical strategies adaptable to any reflective teacher desiring to create a welcoming, inclusive classroom that draws in students they might not otherwise attract. This long overdue work will be ideal for both undergraduate and graduate students and administrators seeking fresh approaches to diversity in the classroom.

Research Into Translation and Training in Arab Academic Institutions provides insights into the current issues and challenges facing in-service and trainee Arabic translators and interpreters, both professionally and academically. This book addresses translators' status, roles, and structures. It also provides Arab perspectives on translation and translation training, written by scholars representing academic institutions across the Arab world. Themes in this collection include training terminologists on managing, promoting and marketing terms; corpora and translation teaching in the Arab world; use of translation technologies; translators training and translators' methodologies and assessment of translators' competence; research on translator training; and the status quo of undergraduate translation programs in a sample of five Arab universities. A valuable resource for students, professionals and scholars of Arabic translation and interpreting.

Research Into Translation and Training in Arab Academic Institutions provides insights into the current issues and challenges facing in-service and trainee Arabic translators and interpreters, both professionally and academically. This book addresses translators' status, roles, and structures. It also provides Arab perspectives on translation and translation training, written by scholars representing academic institutions across the Arab world. Themes in this collection include training terminologists on managing, promoting and marketing terms; corpora and translation teaching in the Arab world; use of translation technologies; translators training and translators' methodologies and assessment of translators' competence; research on translator training; and the status quo of undergraduate translation programs in a sample of five Arab universities. A valuable resource for students, professionals and scholars of Arabic translation and interpreting.

This collection showcases the contributions of the study of endangered and understudied languages to historical linguistic analysis, and the broader relevance of diachronic approaches toward developing better informed approaches to language documentation and description. The volume brings together perspectives from both established and up-and-coming scholars and represents a globally and linguistically diverse range of languages.The collected papers demonstrate the ways in which endangered languages can challenge existing models of language change based on more commonly studied languages, and can generate innovative insights into linguistic phenomena such as pathways of grammaticalization, forms and dynamics of contact-driven change, and the diachronic relationship between lexical and grammatical categories. In so doing, the book highlights the idea that processes and outcomes of language change long held to be universally relevant may be more sensitive to cultural and typological variability than previously assumed. Taken as a whole, this collection brings together perspectives from language documentation and historical linguistics to point the way forward for richer understandings of both language change and documentary-descriptive approaches, making this key reading for scholars in these fields.

Tecnicas de escritura en espanol y generos textuales / Developing Writing Skills in Spanish es la primera publicacion concebida para desarrollar y perfeccionar la expresion escrita en espanol a partir de una metodologia basada en generos textuales. Cada capitulo se ocupa de un genero y esta disenado para guiar al escritor en la planificacion, el desarrollo y la revision de textos. Las novedades de esta segunda edicion incluyen: un cuestionario sobre la escritura, listados con objetivos y practicas escritas, nuevos materiales y actividades, repertorios de vocabulario tematico, ejercicios de correccion gramatical y estilo, ampliacion de las respuestas modelo y diferentes rutas para la escritura. Caracteristicas principales: * Tipologias variadas: textos narrativos, descriptivos, expositivos, argumentativos, periodisticos, publicitarios, juridicos y administrativos, cientificos y tecnicos; * Actividades para trabajar la precision lexica, la gramatica, el estilo y la reescritura de manera progresiva; * Vocabulario tematico, marcadores discursivos y expresiones utiles para la escritura; * Pautas detalladas, consejos practicos y estrategias discursivas en funcion del tipo de texto; * Modelos textuales de reconocidos periodistas y autores del ambito hispanico; * Recursos adicionales recogidos en un portal de escritura en linea. Disenado como libro de texto, material de autoaprendizaje u obra de referencia, Tecnicas de escritura en espanol y generos textuales / Developing Writing Skills in Spanish es una herramienta esencial para familiarizarse con las caracteristicas linguisticas y discursivas propias de la lengua y para dominar la tecnica de la escritura en diferentes generos textuales. Tecnicas de escritura en espanol y generos textuales / Developing Writing Skills in Spanish provides intermediate and advanced level students with the necessary skills to become competent and confident writers in the Spanish language. This new edition includes: new material and activities, chapter objectives, exercises on grammar and style correction, thematic vocabulary lists, and an expanded answer key with more detailed explanations. Designed for use as a classroom text, self-study material or reference work, Tecnicas de escritura en espanol y generos textuales / Developing Writing Skills in Spanish is ideal for all intermediate to advanced students of Spanish.

Results-oriented textbook - created using the principles of backward design which ensures targets are set for each skill (listening, speaking, reading and writing), clear outcomes are defined and measured, and all the activities and reading selections are aligned with these goals. Communicative focus - each chapter contains projects and scenarios that enable learners to practice and demonstrate communicative competence in Russian in a realistic but simulated way. Up-to-date - reflects the latest discourses and vocabulary relevant to modern Russia

NihonGO NOW! Level 2 is an intermediate-level courseware package that takes a performed-culture approach to learning Japanese. This approach balances the need for an intellectual understanding of structural elements with multiple opportunities to experience the language within its cultural context. From the outset, learners are presented with samples of authentic language that are context-sensitive and culturally coherent. Instructional time is used primarily to rehearse interactions that learners of Japanese are likely to encounter in the future, whether they involve speaking, listening, writing, or reading. Level 2 comprises two textbooks with accompanying activity books. These four books in combination with audio and video files allow instructors to adapt an intermediate-level course, such as the second or third year of college Japanese, to their students' needs. They focus on language and modeled behavior, providing opportunities for learners to acquire language through performance templates. Online resources provide additional support for both students and instructors. Audio files, videos, supplementary exercises, and a teachers' manual are available at www.routledge.com/9781138305304. NihonGO NOW! Level 2 Volume 2 Textbook is ideally accompanied by the Level 2 Volume 2 Activity Book.

Through entries on 291 Italian books (451 editions) published in England during the reign of Queen Elizabeth I, covering the years 1558-1603, this catalogue represents a summary of current research and knowledge of diffusion of Italian culture on English literature in this period. It also provides a foundation for new work on Anglo-Italian relations in Elizabethan England. Mary Augusta Scott's 1916 Elizabethan Translations from the Italian forms the basis for the catalogue; Soko Tomita adds 59 new books and eliminates 23 of Scott's original entries. The information here is presented in a user-friendly and uncluttered manner, guided by Philip Gaskell's principles of bibliographical description; the volume includes bibliographical descriptions, tables, graphs, images, and two indices (general and title). In an attempt to restore each book to its original status, each entry is concerned not only with the physical book, but with the human elements guiding it through production: the relationship with the author, editor, translator, publisher, book-seller, and patron are all recounted as important players in the exploration of cultural significance. Renaissance Anglo-Italian relations were marked by both patriotism and xenophobia; this catalogue provides reliable and comprehensive information about books and publication as well as concrete evidence of what elements of Italian culture the English responded to and how Italian culture was acclimatized into Elizabethan England.

Committed utilitarian reading is either dominantly practical or more or less equally practical and fulfilling. Pleasurable reading is conceptualized as an important kind of casual leisure, experienced primarily as relaxation, active entertainment, and sexual stimulation (racy, pornographic stories). Such reading can also be a launching pad for day-dreams or lively conversation. Self-fulfilling reading is explored in a disquisition on the liberal arts hobbies. This is no place for speed reading, but instead is where we care to pause often to appreciate the artistry of the writing, creativity of the plot, profundity of the message (i.e., the information it contains), and the like. And in fulfilling reading we sometimes want to analyze the material. This book explores three main motives for reading identified as utilitarian, pleasurable, and fulfilling. Its principal object is to deepen our understanding of why some adults (and eager late adolescent readers) go in for "committed reading," or reading that, as we strive to acquire literary knowledge and experience, necessarily consumes considerable time and requires continuous concentration. The conceptual frameworks guiding this endeavor are library and information science and the serious leisure perspective. Through their lenses the author examines the reading of books, magazines, manuals, reports, and other lengthy material as carried out in the three domains of life: work, leisure, and non-work obligation. In brief, committed reading provides its enthusiasts with knowledge and experience, which among other ways, are sought, acquired, interpreted, organized, and sometimes disseminated within the three domains. This book also examines committed reading in daily life, its ease, convenience, affordability, and enduring effects. There follows a portrait of the various reading environments, including music to read by, reading at airports and on airplanes, reading in one's study, in a park, on public transit, in public libraries, and elsewhere. This is part of the reader's social world, which is further comprised of book clubs, bookstores, Amazon.com, censorship, author public readings, and more.