German Grammar in Context presents an accessible and engaging approach to learning grammar. Each chapter opens with a real-life extract from a German newspaper, magazine, poem, book or internet source and uses this text as the starting point for explaining a particular key area of German grammar. A range of exercises follow at the end of the chapter, helping students to reinforce and test their understanding, and an answer key is also provided at the back of the book. This second edition features: Updated texts with current newspaper and magazine articles and new extracts from digital media such as chatrooms or blogs Inclusion of a wide-ranging selection of sources and topics to further students' engagement with issues relevant to contemporary Germany and Austria Clear and user-friendly coverage of grammar, aided by a list of grammatical terms A wide variety of inventive exercises designed to thoroughly build up grammatical understanding, vocabulary acquisition and effective comprehension and communication skills Helpful 'keyword boxes' translating difficult vocabulary in the texts A recommended reading section offering advice on additional grammar resources and website links German Grammar in Context will be an essential resource for intermediate to advanced students of German. It is suitable for both classroom use and independent study.

This book probes for a post-native-speakerist future. It explores the nature of (English and Japanese) native-speakerism in the Japanese context, and possible grounds on which language teachers could be employed if native-speakerism is rejected (i.e., what are the language teachers of the future expected to do, and be, in practice?). It reveals the problems presented by the native-speaker model in foreign language education by exploring individual teacher-researcher narratives related to workplace experience and language-based inclusion/exclusion, as well as Japanese native-speakerism in the teaching of Japanese as a foreign language. It then seeks solutions to the problems by examining the concept of post-native-speakerism in relation to multilingual perspectives and globalisation generally, with a specific focus on education.

Impact helps teenage learners to better understand themselves, each other, and the world they live in. By encouraging self-expression, global citizenship, and active participation, Impact motivates students to explore who they are and who they want to be, all while learning English!

This books explores why it is we believe what we believe about language, and why we persist in handing down from generation to generation a rag bag collection of fact and fantasy about language.

This monograph mainly focuses on the idea that language teaching in higher education involves making use of new approaches and technology. It identifies the key determinants of the materials needed to improve language teaching on the basis of the actual experimental research included in the respective contributions. Thanks to its unique perspective, the book offers a distinctive approach to addressing empirical research on second language teaching, translator training and technology. As universities are some of the best arenas for analyzing teaching techniques for various subjects, higher education teachers can use this book to thoroughly prepare for the application of pilot studies and learn more about students' responses to new teaching and translation techniques. An enlightening guide for scholars and students with an academic interest in acquiring the basic principles of language teaching and translation, this book mainly provides actual cases in which the implementation of technology was useful to second language teachers and translation trainers. As the authors are experienced scholars, readers will not only come to understand how to use new teaching strategies, but also discover that the proposals described in each chapter can be useful to any level of second language training for teachers and translators.

Kadya Molodowsky, the most prolific woman writer of Yiddish, wrote an autobiographical memoir that left many questions unanswered. Why does she say of her wedding day only that she wore new shoes and fell in the snow? Did she join those who saw communism as the answer to the Jewish problem? Why did she leave Israel after having spent only three years there? It took Zelda Kahan Newman's research at three archives, the YIVO archive in New York, the Municipal Jewish Library in Montreal, and the Machon Lavon archive in Ne'ot Afeka, Israel, to discover the answers to these questions. In this biography, Kahan Newman covers the arc of Molodowsky's life, a life that saw pogroms, World War I, an escape from Europe to the United States, and an attempt to revive Yiddish culture after World War II. Finally, as Kahan Newman notes, it was an ironic twist of fate "that Kadya's death was noted in the U.S., where she felt increasingly alien, and ignored in Israel, where she felt she belonged, if only in spirit.

This monograph provides the first cross-linguistic study of repair strategies in verbal fronting, verb doubling and do-support, addressing both typological properties and theoretical aspects. First, it brings together data hitherto scattered across the empirical and theoretical literature and adds newly collected data from two African languages. For each of the 47 languages, the properties of verbal fronting are documented in detail. Based on this sample, the empirical part establishes two novel typological generalizations regarding the interaction between the size of the fronted category and the type of repair strategy used. The first of these identifies a systematic typological gap: No language that allows both verb and verb phrase fronting has do-support with the former and verb doubling with the latter. In the theoretical part, it is shown that previous theories of verb doubling/do-support are unable to account for both generalizations. A new approach within the Copy Theory of the Minimalist Framework is developed, that rests on the interaction of head movement, copy deletion, and the properties of different movement types. The book thus provides the first comprehensive empirical and theoretical overview of repair patterns in verbal fronting.

This volume presents new and cutting-edge research on the question of how we parse, interpret and understand language in more complex discourse settings. The challenge is to find empirical evidence on how information structure and semantic processing are related. Comprehensible answers are provided by showing how syntax, phonology, semantics and pragmatics interact and how they influence semantic processing and interpretation. The analysis of core information structural concepts that contribute to processing such as focus and contrast, the specific discourse status of referents that add to the common ground, context dependency and markedness as well as prosodic prominence and givenness marking has added new and convincing evidence to the research of information structure and semantic processing.

Building superior Spanish language proficiency through critical engagement with global challenges Mastering Spanish through Global Debate is a one-semester textbook designed for students with Advanced-level Spanish language skills, moving toward Superior. Over the course of each chapter, students gain linguistic and rhetorical skills as they prepare to debate on broad, timely topics, including environmental consciousness, immigration, wealth distribution, surveillance and privacy, cultural diversity, and education. Discussion of compelling issues promotes not only linguistic proficiency but social responsibility through critical engagement with complex global challenges. Each chapter includes topic-specific reading texts and position papers by writers from various Spanish-speaking countries. In addition to pre- and post-reading activities, students benefit from lexical development exercises, rhetorical methods sections, and listening exercises with audio available on the Press website. An online instructor’s manual provides pedagogical recommendations and an answer key.

This book explores Singapore's language education system. Unlike previous volumes, which discuss the bilingual requirement for learning, it focuses on Singapore's quadrilingual system, bringing together articles on each of the four languages - English, Mandarin, Malay and Tamil - as well as articles that examine more than one language. It highlights past successes, current concerns, and future directions for language education. The book focuses on classroom pedagogy in all four official languages, showcasing how languages are taught and learned in Singapore as a basis for better understanding the system "from the inside out." The authors present empirical, classroom-based studies on language pedagogy in all four languages, as well as updated information on the current socio-political context and how it has influenced attempts at pedagogical innovation. Consideration is given to the dialectical relationship between policy and practice. The chapters also include discussions of pre-school-age learning, influences of language policy, home literacy practices, and commentaries by international language-in-education scholars. This approach also provides a basis for international comparison - especially for those who are interested in fostering English proficiency while maintaining one or more national languages. The volume is particularly important in light of the continuing international efforts to integrate English into national educational systems where it is not the dominant language.