Do you know how to speak Cherokee, but cannot read and write the language? Do your children have difficulty grasping the language? Are you new to the Cherokee language and looking for a quick and effective way to learn? Simply Cherokee: Let's Learn Cherokee Syllabary is the first building block in Simply Cherokee's catalogue of tools for learning to read, write, and speak the Cherokee language. Inside these pages you will find the fastest-and most effective -way to learn the Cherokee Syllabary. Each syllabary has a simple story containing a word with the syllbary's unique sound. After completing the workbook, you will remember the story and the key word whenever you see a syllabary. Cherokee Syllabary is designed for fast assimilation. And when you are done, just move on to the next book. You'll be fluent as simply as that

This book presents the latest research in various areas of cross-linguistic influence (CLI), providing educators with insights into how previously learned languages influence the learning of an additional language at different levels, such as phonetics/phonology, morphosyntax, vocabulary, pragmatics, writing style and learning context. While the majority of the chapters have English as the target language, one investigates the acquisition of French. The L1s of the learners include Arabic, Basque, Catalan, Chinese, Czech, Danish, Finnish, Galician, Georgian, German, Norwegian, Polish, Russian, Spanish and Swedish. Each chapter ends with a reflection on possible pedagogical implications of the findings and offers recommendations on how to make the most of cross-linguistic influence in the classroom.

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This book is a four-volume study on modern Chinese complex sentences, giving an overview and detailed analysis on the key attributes and three major types of this linguistic unit. Complex sentences in modern Chinese are unique in formation and meaning. The author proposes a tripartite classification of Chinese complex sentences according to the semantic relationships between the clauses, i.e., coordinate, causal, and adversative. The first volume defines Chinese complex sentences and makes detailed comparisons between the tripartite and dichotomous systems for the classification of complex sentences. It then thoroughly investigates causal complex sentences in their eight typical forms. The second volume analyses the coordinated type in the broad sense and the relevant forms, while the third focuses on adversative type, examining the major forms and implications for research and language teaching. The final volume looks into attributes of Chinese complex sentences as a whole, discussing the constituents, related sentence forms, and semantic and pragmatic relevance of complex sentences. The book will be a useful reference for scholars and learners of the Chinese language interested in Chinese grammar and language information processing.

The chapters in this volume represent an approach to the notion of language transfer which reflects the paradigm shift originating from cognitive science. The perception and expression of ideas and events in one language in terms of another language is considered only a special case of one of the fundamental processes in human problem solving-reasoning by analogy. Transfer in language production is seen as a basic metaphorical concept denoting language interaction that must be discussed in connection with other metaphorical concepts denoting language interaction as well. If this is true, the assessment of language transfer in light of the production paradigm has hardly begun. It will continue to be a topic of far-reaching consequences for a theory of language processing and language acquisition.

Letterbook 5 (D) filled with multisensory, multimodal activities that stress major language and listening skills. There is one book for each letter of the alphabet, except for Q & K and X & Y, which are paired to share one book each.

This book introduces pre-service and in-service foreign language teachers to the basic concepts of critical educational study as applied to the sociological position occupied by foreign language education in the United States. Although contemporary foreign language teachers typically know about second language acquisition and instructional methodology, they are not prepared to understand issues of power in relation to, for example, language variety, language status, and education.

The author addresses issues such as the supposed failure of foreign language education, the educational filter role played by language classes, the concept of foreignness as seen in national standards, language curricula and textbooks, and the implications of these issues in terms of power relationships and cultural mediation both in and out of the classroom. The reader is encouraged to analyze the forms of cultural struggle which can be found within the foreign language classrooms of the United States including the likely impact those struggles have on members of the dominant and subordinate cultures. Teachers are led through the development of skills in critical reflection and pedagogical application geared to social justice.

This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1965.

This book explores the phenomena of believing (or giving personal meanings), acting, and identifying (or identity construction), and the interconnectedness of these phenomena in the learning and teaching of English and other foreign languages.

¿CÓMO SE DICE . . . ? Eleventh Edition's proven four-skills methodology, unparalleled grammar explanations, flexibility, and ease-of-use are some of the many reasons for the success of this renowned introductory Spanish program. The eleventh edition features all new chapter dialogues, student centered activities, updated vocabulary and cultural information, additional literary readings.

Master verbs of the German language with this ultimate reference tool and study guide. Verbs are key to unlocking any foreign language. Designed for quick and easy access using color coded sections and tables you will get the most for your money in a compact 6 page laminated guide that can be easily stored and is durable enough to survive through high school, college, and any travel adventure beyond. 6-page laminated guide includes: Verb Classes Indicative Mood Imperative Mood Subjunctive Mood Passive Voice Non-Finite Verb Forms Verb Position in Sentences Objects of Verbs Vowel Changes of Strong Verbs Principal Parts of Irregular Verbs

This book examines emergent literacy as the foundations for language instruction and seeks to relate the work of those doing research on literacy acquisition and those designing programs to facilitate children's literacy development. It bridges theory and practice, looking at both cognitive processes and settings in which children first experience literacy.

With contributions by leading researchers in the field, the book examines emergent literacy in nonliterate homes; oral language supports; parent-child reading; literacy and working class families; literacy from a developmental perspective; parental involvement; and collaborative efforts of teachers and parents. An essential collection for all research and education in the language arts methods area. Will also appeal to educators involved in reading instruction and parent-education.

Never before have parents, teachers, and other advocates for young people been more concerned about the declining quality of higher education. One skill that many students lack when they arrive at college is the ability to write well. The contributors to "Teacher Commentary on Student Papers" analyze some of the cultural, social, and moral changes that have altered the way in which education is given and received, and they offer approaches that have assisted them as teachers both in evaluating the quality of student writing and guiding students to improve their writing.

Areas of expertise of the contributors include composition, cultural studies, English education, literature, writing, and rhetoric. The collection will appeal to both graduate and undergraduate students as well as to experienced and beginning teachers.