For many years, J. Richard Andrews's Introduction to Classical Nahuatl has been the standard reference work for scholars and students of Nahuatl, the language used by the ancient Aztecs and the Nahua Indians of Central Mexico. Andrews's work was the first book to make Nahuatl accessible as a coherent language system and to recognize such crucial linguistic features as vowel length and the glottal stop. Accompanied by a workbook, this long-awaited new edition is extensively revised, enlarged, and updated with the latest research.

The revised edition is guided by the same intentions as those behind the first. Andrews's approach is "anthropological," teaching us to understand Nahuatl according to its own distinctive grammar and to reject translationalist descriptions based on English or Spanish notions of grammar. In particular, Andrews emphasizes the nonexistence of words in Nahuatl (except for the few so-called particles) and stresses the nuclear clause as the basis for Nahuatl linguistic organization. Besides an increase in the number of chapters (from forty-eight to fifty-seven, including a more detailed treatment of place names), the new edition contains an innovative approach to personal names and the introduction of the square zero to indicate irregular morphological silence. The accompanying workbook provides exercises linked to the text, a key to the exercises, and an extensive vocabulary list.

This edited book documents practices of learning-oriented language assessment through practitioner research and research syntheses. Learning-oriented language assessment refers to language assessment strategies that capitalise on learner differences and their relationships with the learning environments. In other words, learners are placed at the centre of the assessment process and its outcomes. The book features 17 chapters on learning-oriented language assessment practices in China, Brazil, Turkey, Norway, UK, Canada, Japan, Saudi Arabia, and Spain. Chapters include teachers' reflections and practical suggestions. This book will appeal to researchers, teacher educators, and language teachers who are interested in advancing research and practice of learning-oriented language assessment.

This is the second volume on the mechanisms of oral communication in ancient Greece, focused on epic poetry, a genre with deep roots in orality. Considering the critical debate about orality and its influence on the composition, diffusion and transmission of the archaic epic poems, the survey provides a reconsideration and a reassessment of the traces of orality in the archaic epic poetry, following their adaptation in the synchronic and diachronic changes of the communicative system. Combining the methods of cognitive science, and the historical and literary analysis of the texts, the research explores the complexity of the literary message of the Greek epic poetry, highlighting its position in a system of oral communication. The consideration of structural and formal aspects, i.e. the traces of orality in the narrative architecture, in the epic diction, in the meter and the formulaic system, as well as the vestiges of the mixture of orality and writing, allows to reconstruct a dynamic frame of communicative modalities which influenced and enriched the archaic epic poetry, providing it with expressive potentialities destined to a longlasting permanence in the history of the genre.

This book is about language learning with technology, offering readers theoretical insights as well as practical case studies with a focus on Asia and Asian students. Although technology is rapidly advancing and most, if not all, students are already using technology in their everyday lives, traditional teaching/learning practices still exist throughout Asia. This book provides examples, written by representative educators, from a variety of countries/regions and contexts where technology has successfully been used to enhance language learning. In addition to some everyday examples of using technology: Wikipedia, PowerPoint, Google Docs and YouTube, the book also offers the readers an insight into the future possible uses of advanced technology: Augmented Reality, Virtual Reality, Artificial Intelligence and Eye Tracking. The book presents illustrations of how teachers can, and perhaps should, be open to integrating some form of technology into in-class learning or using it to supplement out-of-class activities.