The importance of integrating the teaching and learning of language and culture has been widely recognised and emphasized. However, how to teach English as an International Language (EIL) and cultures in an integrative way in non-native English speaking countries remains problematic and has largely failed to enable language learners to meet local and global communication demands. Developing students' intercultural competence is one of the key missions of teaching cultures. This book examines a range of well-established models and paradigms from both English-speaking and non-English speaking countries. Exploring questions of why, what, and how to best teach cultures, the authors propose an integrated model to suit non-native English contexts in the Asia Pacific. The chapters deal with other critical issues such as the relationship between language and power, the importance of power relations in communication, the relationship between teaching cultures and national interests, and balancing tradition and change in the era of globalisation. The book will be valuable to academics and students of foreign language education, particularly those teaching English as an international language in non-native English countries.

• Offers advanced students, researchers, and university administrators with the state of the art in research and practical, evidence-based insights on heritage language program administration/direction and curriculum development, in order to understand and provide quality education to HL learners through effective HL program direction. • Meets a need for synthesis of the great increase in work on heritage language learners and university-based programs, heretofore covered in articles and individual chapters but not all in one place on the book level. Makes much-needed connections between the research literature and practice in developing programs and curricula. • The first book that discusses this subject, full stop. A few books focus on L2, ESL, or FL language program direction but they lack any attention to heritage language learners.

This book has evolved from a Workshop on Computerized Speech Corpora, held at Lancaster University in 1993. It brings together the findings presented in a clear and coherent manner, focussing on the advantages and disadvantages of particular transcription or mark-up practice.

Critical Questions, Critical Perspectives: Language and the Second Language Educator is intended primarily for language educators, broadly conceived, and thus is appropriate for not only foreign language teachers, but also individuals teaching English to speakers of other languages in both Anglophone and non-Anglophone settings, teachers in bilingual education programs, heritage language teachers in both formal and informal settings, and others whose work involves language teaching and learning. It is also intended for teachers of all age groups and levels, since the issues that it raises are neither age nor level specific. This is not a book about teaching methodology, nor is it the sort of work that will provide the teacher with practical activities for use in the classroom.

This volume gathers recent research findings in the field of foreign language (FL) teaching in Romanian higher education dwelling on both methodology and students' learning outcomes. The book satisfies the need for an up-to-date overview of FL teaching in Romanian universities in the European context as well as from a global international perspective. This book confers visibility to Romanian foreign language scholars' research and it opens new paths for debate and collaboration worldwide. The scholars included in this volume have extensive expertise in the field of foreign language teaching and research in higher education which is supported by their international recognition as specialists in their specific areas. The contributing authors approach their respective chapters relying on both qualitative and quantitative research. Their experience and conclusions will prove helpful for any foreign language professional working in tertiary education.

While the original Biblical text was written from an Ancient Hebraic perspective, all modern translations of the Bible are written from our modern western perspective. This traditional approach to translation does allow for ease in reading but it erases the original Hebraic style and meaning of the text. In addition, translations take many liberties by removing, changing or adding words from the text in order to "fix" the text for the English reader. The Mechanical Translation is a new and unique style of translation that will reveal the Hebrew behind the English by translating the text very literally and faithfully to the original Hebrew text. A great tool for those interested in studying the Bible who have no Hebrew background as well as for those who are learning to read the Bible in its original Hebrew language. Features: . An introduction to the Hebrew language and grammar. . The Hebrew text from the Biblia Hebraica Leningradensia. . A literal word for word translation of the Hebrew text. . A revised translation for understandability in English. . A dictionary of words defined from an Hebraic perspective. . A concordance of all words found in the book of Genesis.

The book presents most recent investigations into foreign language teaching and learning discussed by prominent scholars in the field. A wide variety of topics ranges from theoretical approaches to foreign language instruction to a discussion of findings of empirical research in language learning and pedagogy. The theoretical part of the volume tackles issues which constitute the backbone to the understanding of the processes involved in language development, learning and teaching and thus contribute to applied research. The empirical articles in Parts Two and Three of the volume report on studies focusing on such important issues as various dimensions of awareness (language, cross-cultural competence or affectivity) and specific methodologies implemented in different educational settings (such as, for instance, dyslexic learners) or in teacher training programmes.

The goal of this work is twofold. First, it aims to account for double genitive constructions in Serbian. Second, it aims to re-evaluate the DP hypothesis in light of their existence in Serbian. Based on evidence from the categorial status of possessives, argumenthood in the nominal domain, the morphosyntactic structure of nominalizations, and the assignment of the genitive case, it is argued that DP projection must be assumed in Serbian.

This work represents the first integrated account of how deixis operates to facilitate points of view, providing the raw material for reconciling index and object. The book offers a fresh, applied philosophical approach using original empirical evidence to show that deictic demonstratives hasten the recognition of core representational constructs. It presents a case where the comprehension of shifting points of view by means of deixis is paramount to a theory of mind and to a worldview that incorporates human components of discovering and extending spatial knowledge. The book supports Peirce's triadic sign theory as a more adequate explanatory account compared with those of Buhler and Piaget. Peirce's unitary approach underscores the artificiality of constructing a worldview driven by logical reasoning alone; it highlights the importance of self-regulation and the appreciation of otherness within a sociocultural milieu. Integral to this semiotic perspective is imagination as a primary tool for situating the self in constructed realities, thus infusing reality with new possibilities. Imagination is likewise necessary to establish postures of mind for the self and others. Within these imaginative scenarios (consisting of overt, and then covert self dialogue) children construct their own worldviews, through linguistic role-taking, as they legitimize conflicting viewpoints within imagined spatial frameworks.

"

John D. Bengston offers a detailed analysis of the Euskaro-Caucasian hypothesis in this new volume, exploring the idea that the Basque language is most closely related to the North Caucasian language family. He builds on ideas proposed by prominent scholars in the 20th century, notably the work of C.C. Uhlenbeck, Georges Dumezil, and Rene Lafon. Whilst important, their ideas were rather sporadic and consisted of scattered articles, and they never developed a comprehensive phonological and morphological model of Euskaro-Caucasian. Now thanks to advances in our understanding of Basque phonology and etymology, and in North Caucasian phonology and etymology, and improved linguistic methods, it has become possible to develop a comprehensive Euskaro-Caucasian phonological structure, including regular sound correspondences of vowels and consonants supported by significant numbers of etymologies. These correspondences, in turn, have allowed the author to evaluate objectively the etymological proposals of earlier investigators (which led to the modification or outright rejection of many of them), and have also provided clues to discovering some original etymologies. The nucleus of the Euskaro-Caucasian hypothesis is 'old', beginning in the 19th century, but the 'new paradigm' alluded to in this volume's subtitle refers to a focus on the North Caucasian language family as the closest surviving relative of Basque (as opposed to the 'South Caucasian' = Kartvelian family); a new and comprehensive scheme of comparative phonology; new discoveries in comparative morphology; and finally several hundred lexical and grammatical etymologies that supersede the more haphazard comparisons offered in earlier research.