Previous grammars of Cebuano have generally described the language in formal terms without much attention paid on actual usage. To fill this gap, this functional reference grammar of Cebuano based on the actual spoken language departs from the traditional emphasis on phonological, morphological, and phrasal description employed in most previous and even in recent reference grammars and conducts analyses at the clausal and discourse levels to better reflect the forms and functions of the language in actual use. It also describes recent research findings on Cebuano grammar, especially repair organization and grammatical constituency, transitivity, reference tracking, and particles and discourse marking, as these constitute a very important part of the grammar of Cebuano. This reference grammar is useful to linguists, as well as to native speakers and students of Cebuano alike. For linguists, the rich data provide material for linguistic comparisons. For native speakers, this reference provides another perspective for appreciating their mother tongue. For students, the examples and explanations provide the situations and contexts for proper use of the language.

A lack of "well-made" plot, fragmented characters, non-naturalistic settings, the central importance of physical action, communication on the point of breakdown - these dramatic qualities feature prominently both in the Theatre of the Absurd and English In-Yer-Face plays written in the 1990s by young authors like Sarah Kane or Jez Butterworth. How can we account for such widely distributed similarities? Focussing on the basic dramatic categories of structure, character conception, setting, the body on the stage and language/dialogue, the author isolates, from a 21st century perspective, central characteristics and stylistic devices of absurdist theatre. Providing detailed analyses featuring numerous examples, she traces the advancement and ongoing use of these devices in In-Yer-Face plays, ultimately suggesting an alternative to the problematic concept of an influence by relating both kinds of drama to the idea of an experiental theatre as outlined by Antonin Artaud. In its attempt to locate recent English plays within the context of one of the 20th century's most prominent dramatic styles, this book is of interest to anyone studying English drama from the 1950s onwards.

Understanding Language Choices is an introductory textbook for anyone studying the motivations behind language use choices. It provides an introduction into the numerous factors, both internal and external, influencing such choices in a speech community: language attitudes, language learning, identity, the mobility of the community, and much more. The book also provides a foundation for the study of linguistic variation within a speech community, as well as an introduction to methods of data collection when studying the outcomes of language use choices. An important aspect of this book is its emphasis on a participatory approach to language choice research that empowers the speech community. The final chapter discusses lifestyle concerns that researchers may encounter when conducting field studies in developing nations. Written with the beginner in mind, this textbook includes numerous examples and case studies from around the world to illustrate the realities of sociolinguistic field research. A companion website keeps users of the book up to date with descriptions of the most current research methodologies. Ken Decker received his M.A. in Linguistics from the University of Texas at Arlington in 1992. He brings to this book over 25 years' experience in field research in the sociology of language and language development. He has conducted sociolinguistic surveys in more than 35 languages in Asia and the Americas and served as consultant on surveys in Africa, Australia, Europe, and the Pacific. Ken is particularly interested in the role of language research in strategic language development. John Grummitt received his M.A. in Applied Linguistics from the University of Leicester in 2002, drawing on his decade's experience as an academic writing tutor and trainer of teachers in ESL programs in Japan and South Korea. His more recent survey work in Papua New Guinea has given him a perspective supplementary to Decker's on sociolinguistic fieldwork and language development.

Literary scholars face a new and often baffling reality in the classroom: students spend more time looking at glowing screens than reading printed text. The social lives of these students take place in cyberspace instead of the student pub. Their favorite narratives exist in video games, not books. How do teachers who grew up in a different world engage these students without watering down pedagogy? Clint Burnham and Paul Budra have assembled a group of specialists in visual poetry, graphic novels, digital humanities, role-playing games, television studies, and, yes, even the middle-brow novel, to address this question. Contributors give a brief description of their subject, investigate how it confronts traditional notions of the literary, and ask what contemporary literary theory can illuminate about their text before explaining how their subject can be taught in the 21st-century classroom.

Every day, classroom teachers struggle with numerous issues involving literacy and literacy instruction. Many call on professors and instructors for advice and support. "Critical Issues in Literacy Pedagogy: Notes from the Trenches," is a response to that call. This anthology presents current, relevant information on literacy issues that are related to comprehension, assessment, best practice approaches, technology, and bi-literacy. It also addresses the theoretical and political contexts that inform them.
This is a book for teachers, by teachers. The information and ideas in "Critical Issues in Literacy Pedagogy" are presented from the perspective of those who are directly involved in the teaching and learning environment, where they grapple with the issues and difficulties involved in teaching reading. The selections represent a collective wealth of experience and knowledge in reading and literacy. The contributors are researchers, writers, and scholars who are fully engaged in the dynamics of literacy instruction. Their voices rise from the trenches as they bring their own research and personal expertise to bear on the critical issues that teachers deal with in the current literacy classroom. "Critical Issues in Literacy Pedagogy" allows for informed and frank discussions of literacy learning.
This text can be used by schools of education and departments of literacy in classes including literacy assessment, language and literacy in elementary schools, middle school and adolescent literacy courses.
Eurvine J. Williams, Ph.D. is an assistant professor in literacy at Illinois State University. Dr. Williams is a Certified INTEL (Teach to the Future) Instructor and has comprehensive experience in Technology Mediated Pedagogy for K-Higher education. He has collaborated in the development of NASA Earth Science Technology Curriculum and has amassed a wealth of technology knowledge and experience as a technology coordinator for a number of research grants and projects. Dr. Williams is well versed in Web 2.0 and 3.0 Technologies and Client-Server Architecture for eLearning. He specializes in Language Literacy and Culture and Technology Mediated Pedagogy. His research interest areas include: Technology Use and Practice in Literacy Instruction; Socio-radical and Critical Constructivist theory and practice and Socio-psycholinguistics.

John Barth's Chimera re-mythologizes mythology and re-orients it into the subversive discourse of postmodernism. The subversion of mythology and language are read in this book according to Paul de Man's deconstruction. The deconstruction of Jacques Derrida has been widely practiced in academic circles, particularly through dissertations. But it seems that de Manian deconstruction has not yet been delved into as a reading practice. The major aim of this book is to divulge the practicality of Paul de Man's deconstructive reading or what he calls "rhetorical reading" in the texts of literature. Deconstruction of Chimera is accomplished via a two-step de Manian reading strategy; first, the detection of figures of speech or tropological language and the aberration of each trope, second, the exemplification of allegory of reading in each novella. As de Man proclaims, all the languages are figural, constituted of denominative and conceptual spheres. The conflict between the two is never resolved within a text and culminates int an aberrant aporia. This aporia is what causes the impossibility of reading in any text.

In an innovative mixed-methods, action research study, Dr. Brimi explores the effect of research- based writing instruction on the intrinsic motivation of extrinsically-motivated students. Brimi's work demonstrates how ten simple principles for teaching composition can positively affect the attitudes and performance of high school students. Brimi's research utilizes survey data, focus group commentaries, and document analysis to capture the experience of students who pursue high marks in school, but who typically do not enjoy writing. After four months of instruction guided by Brimi's principles, the students find writing both relevant and enjoyable.

The 20th Century was witness to a rise in African American Drama as it introduced many prominent figures such as Amiri Baraka, Ed Bullins and August Wilson. However, its distinctness lies in the flourishing of a female canon led by Alice Childress and Lorainne Hansberry in mid 1900's, which is continued today in the works of many contemporary dramatists such as Adrienne Kennedy and Ntozake Shange, who have taken on the task of giving voice to the two times suppressed black woman. Among these playwrights, Ntozake Shange has been the most strikingly original one since her search for identity is integrated into her writing in terms of both content and form. While she experiments on the smallest segments of her individual and collective self, her writing transcends over rules of language as well as genre. It does not suffice to say her writing reflects a search for identity as what she experiences is a quest for authenticity...

The signs of the times are missing apostrophes.
The world needed a hero, but how would an editor with no off-switch answer the call? For Jeff Deck, the writing was literally on the wall: "NO TRESSPASSING." In that moment, his greater purpose became clear. Dark hordes of typos had descended upon civilization... and only he could wield the marker to defeat them.
Recruiting his friend Benjamin and other valiant companions, he created the Typo Eradication Advancement League (TEAL). Armed with markers, chalk, and correction fluid, they circumnavigated America, righting the glaring errors displayed in grocery stores, museums, malls, restaurants, mini-golf courses, beaches, and even a national park. Jeff and Benjamin championed the cause of clear communication, blogging about their adventures transforming "horor" into "horror," "it's" into "its," and "coconunut" into "coconut."
But at the Grand Canyon, they took one correction too far: fixing the bad grammar in a fake Native American watchtower. The government charged them with defacing federal property and summoned them to court--with a typo-ridden complaint that claimed that they had violated "criminal statues." Now the press turned these paragons of punctuation into "grammar vigilantes," airing errors about their errant errand..
The radiant dream of TEAL would not fade, though. Beneath all those misspelled words and mislaid apostrophes, Jeff and Benjamin unearthed deeper dilemmas about education, race, history, and how we communicate. Ultimately their typo-hunting journey tells a larger story not just of proper punctuation but of the power of language and literacy--and the importance of always taking a second look.

"From the Hardcover edition."

Need help finding the perfect poem for a holiday celebration or a science unit? A funny riddle poem or a bilingual poetry book? Here is a comprehensive resource for teachers, librarians, and parents packed with poetry bibliographies and research-based strategies for selecting and sharing poetry with young people (ages 0-18). The Poetry Teacher's Book of Lists contains 155 different lists featuring 1500 poetry books for children and teens-in a variety of categories including poetry awards, seasonal poetry, poetry across the curriculum, multicultural poetry, the poetry-friendly environment, poetry performance, guiding discussion, and teaching poetry writing. You'll find recommended lists of poetry books tied to calendar events throughout the year, poetry that targets the needs of students acquiring English as a new language, poetry to help children through worries, adjustments or difficult times, 20 lists of poetry to support the study of science, social studies, and language arts, lists organized by different poetic forms, question prompts to guide meaningful discussions, preparation and presentation pointers, display ideas, poetry quotes, lesson plan tips, poet birthdays, and a poetry scavenger hunt and treasure hunt for kids-all tools to help jumpstart a poetry program and keep it energized and fresh all year long. Poet Helen Frost says, "The Poetry Teacher's Book of Lists offers a mountaintop view of poetry for children and teens. Sylvia Vardell has been paying close attention to poetry for a long time, and here she compiles her vast knowledge and offers it in such a way that we can see how much is out there without feeling overwhelmed. The classics are here, along with the contemporary; beautiful language, careful craft, poignant, humorous, informative--whatever you are looking for, in your teaching or other explorations, this book will help you find it." Master poet and anthologist Lee Bennett Hopkins says, "The Poetry Teacher's Book of Lists is an incredible journey through the past, present, and future of poetry... this book is a treasure... one to refer to over and over... for years to come." From Children's Poet Laureate J. Patrick Lewis, "The Poetry Teacher's Book of Lists is sumptuous and exhaustive... a brilliant concept." Teacher Paul Hankins says, "The Poetry Teacher's Book of Lists is so comprehensive in its offerings that it includes a new book I just finished last week within its listings." Poet Pat Mora says, "Author, poetry lover, and list-maker, Dr. Sylvia Vardell has given us yet another fine resource for weaving poetry through the curriculum. Poetry needs champions, and Vardell is a steady and creative one."

Hubert Selby Jr.'s fiction is often characterized by its somber and bleak depictions of tragic characters plagued by depression, social exclusion or hostile surroundings. Trying to understand Selby's work through these "darker" aspects alone, however, can result in rather limited perspectives on the texts, as there are also some more hopeful themes and aspects to be found in his work. The main goal of this work is to point out the more optimistic "other side" of Selby's work in order to contrast it with its darker half, so that a deeper understanding of his work may be revealed.

Feminist analysis has been a topic of contention for many years now. Ophelia's book analyses women in Shakespeare's texts with a view to finding out if these women are the passive suffering victims that some women have often been portrayed to be. Surprisingly, some of the studied women are found out to be the cause for disorder in their society, and men are found to be at their mercy. This is the case, for instance, with Goneril and Regan, who leave their ailing father to nature's mercy and pluck out Glocester's eyes. This book thus dismisses the common belief that women always need empowerment and support affirmative action. Instead, men at times need to be protected against such women Reading through this piece of writing will take you through a variety of categories of women, after which you will probably push for another theory, one that calls for men emancipation.

In the midst of an epochal shift in the communications environment, rapid cultural change and transformations in knowledge, there is an urgent need for bold educational responses. While responsibility for educational resourcing belongs to the broader community, the extent and quality of pedagogical change ultimately rests with teachers. Student learning is dependent on teachers developing knowledge and pedagogical practices. Central to our educational response to the changed environment is teacher professional learning. This scholarly book draws on research which investigated the impact on teachers of their engagement with the New London Group's multiliteracies theory. Four Australian teachers of primary school students committed themselves to exploring multiliteracies theory and to putting their learning into practice in diverse classroom settings. Anne Cloonan, then a literacy policy and project officer at a state Education Department, explores the context, processes and impact of film-driven participatory action research action learning, in which the teachers researched their learning and practice over a period of eight months. She describes new ways of working shoulder to shoulder with teachers to develop resources and policy advice while deepening their professionalism. She offers contextualised examples of teachers extending their print-based literacy pedagogies to incorporate multimodal literacy practices. This book will be of interest to teachers, educational consultants, policy makers, and researchers concerned with: agentive collaborative teacher learning; innovative policy and resource development; enhancing teachers' professionalism; and the operationalisation of multiliteracies theory.

The main purpose of this exploratory study was to investigate teachers' beliefs towards grammar teaching and their practices when teaching grammar in EFL classrooms. It aimed to collect evidence of their instructional practices and examine the relationships between their thoughts and actions. Furthermore, it attempted to stand on the probable contextual factors that influence the transformation of beliefs into practice. All the teachers involved in this study were Arabs, teaching English language in government preparatory schools in Sharjah. In the first stage of the study, 46 in-service teachers were invited to fill in a self-report questionnaire to elicit their beliefs and classroom practices regarding grammar teaching. In the second stage, two semi structured interviews were conducted with these teachers to gain deeper understanding of their personal opinions, beliefs and perspectives. The findings revealed that teachers undeniably have a set of multifaceted beliefs regarding the eight beliefs dimensions under study including the grammar role in learning, grammar approaches, grammar practising, error treatment, the use of grammatical terminology and students' first language.

Andean peoples joined the world of alphabetic literacy nearly 500 years ago, yet the history of their literacy has remained hidden until now. In "The Lettered Mountain," Frank Salomon and Mercedes Nino-Murcia expand notions of literacy and challenge stereotypes of Andean "orality" by analyzing the writings of mountain villagers from Inka times to the Internet era. Their historical ethnography is based on extensive research in the village of Tupicocha, in the central Peruvian province of Huarochiri. The region has a special place in the history of Latin American letters as the home of the unique early-seventeenth-century Quechua-language book explaining Peru's ancient gods and priesthoods. Granted access to Tupicocha's surprisingly rich internal archives, Salomon and Nino-Murcia found that legacy reflected in a distinctive version of lettered life developed prior to the arrival of state schools. In their detailed ethnography, writing emerges as a vital practice underlying specifically Andean sacred culture and self-governance. At the same time, the authors find that Andean relations with the nation-state have been disadvantaged by state writing standards developed in dialogue with European academies but not with the rural literate tradition.

This study introduces an attempt to scrutinize the interrelationship between language and thought; in particular, how language can shape, influence and direct thought, and how thought can be represented in language. Such a thorny task is achieved by approaching the 2004 U.S.A presidential debates, held between Bush and Kerry, in virtue of Grice's Cooperative Principle and maxims. The Gricean pragmatics is evidently enriching when tackling a corpus of a political nature; i.e political language is demarcated by inherent manipulation since it is originally used to affect people's minds to think in a certain way as a means of helping a politician to achieve his ultimate aim-usually gaining power and authority. Harmoniously, pragmatics in general, and the Gricean pragmatics in particular, are the most manipulative areas in the field of linguistics since they are primarily concerned with how people manage to say one thing and convey another which may be different or even contradictory. Hence, this research dwells upon the political maneuvering practiced by both candidates in order to prove that linguistics can virtually provide an efficient tool for decoding a political phenomenon.

Over the past years, there has been increased pressure on South African universities to produce more graduates in the natural sciences. However, due to (amongst other factors) students' poor academic literacy levels, few end up graduating. This book focuses on an academic literacy intervention for first-year natural sciences students at an Open and Distance Learning (ODL) institution. As its foundation, it uses the principles of collaborative learning and authentic material design. It also treats academic literacy abilities as interdependent and holistic. This study would be especially useful to academic literacy practitioners interested in developing English for Specific Purposes interventions, with the ultimate aim of equipping students with the tools they will need to succeed in their studies. Lecturers at ODL institutions would also benefit by considering some of the insights gained in this study.

Mythology gives shape to experience and provides a framework in which to locate oneself. However, women, in classical mythology, were either denied a representation and, thus, a history and genealogy, or they were portrayed ambiguously, making it difficult for women to find their own identity. Katrin M. Fennesz focuses on the representation of women in novels by the Canadian author Aritha van Herk and analyzes how she transports women's fictional lives into our postmodern world by using and abusing classical, biblical, and indigenous mythology. Ultimately, she demonstrates that van Herk succeeds in creating a new mythology by digging deep to discover women's original strengths and powers. In the end, mythological characters are given new life, women a voice, the landscape is granted its own identity, and the city of Calgary its own face. This study is aimed at students and scholars in the field of Canadian Literary Studies.

William Shakespeare's plays reflect Elizabethan society.By manipulating our senses of what constitutes reality, plays/texts evoke people and culture for us.By telling us tales of the Orient and the Orientals, Shakespeare actually represents them.He speaks 'for' Orientals rather than letting Orientals speak for themselves.In the process he 2orientalizes" them in the sense indicated by Edward Said in Orientalism.The Merchant of Venice, Othello, and The Tempest show how Orientals are portrayed as the "Other" by Shakespeare and throw light on the sixteenth century's hegemonic representations of Orientals.The Merchant of Venice demonstrates how Shylock and the Prince of Morocco are considered and treated as the "Other" and are alienated from the mainstream society because one is a Jew and the other is a Moor.Othello presents Othello trapped in a cultural stereotype of the black and seen by many Englishmen as ugly, cruel, lustful, and dangerous, a near cousin to the devil himself. And The Tempest represents Caliban as the "Other" because of his ignoble birth.These characters represent the oppressed minority in different corners of the world.

Functioning Fantasies explores the functionality as well as the ideological underpinnings of C. S. Lewis' The Lion, the Witch and the Wardrobe and J. R. R. Tolkien's The Hobbit. Perhaps more than any other genre of literature, fantasy texts attempt to represent, challenge, and even modify individual and cultural ideologies. As the classic works of Lewis and Tolkien demonstrate, fantasy literature allows for a multidimensionality of personal and social meanings meant to work against and alongside one another. Both C. S. Lewis and J. R. R. Tolkien demonstrate the social and conceptual functions of fantasy literature. Lewis presents a theological fantasy, in which he depicts foundational tenets of Christian doctrine through a fantastic narrative. Tolkien's children's text, The Hobbit, also reflects and recasts aspects of childhood against the backdrop of a specific social context-a post World War I society.

The present reading of James Joyce's Dubliners follows the path of a postcolonial critical trend in Joycean studies. In the light of ideas and theories of the Indian literary critic, Gayatri Chakravorty Spivak, this book takes a postcolonial feminist stand in reading Joyce. Firstly, it deals with the notion of linguistic subordination and collective silence among Dubliners in general and female Dubliners in particular. Secondly, it explores the extent to which male characters are responsible for their own plight and that of their female counterparts. Finally comes an analysis of the Othering process in play among Dubliners with the aim of decoding colonial silences and uncovering their often untold stories. This comparative study of male and female characters of Dubliners in a contextual framework lights upon a unique aspect of the work's narrative technique and form which is often unfairly regarded as unoriginal in comparison with Joyce's later more innovative forms. Interestingly though, Joyce's narration of the stories of Dubliners proves to be revolutionary in that it provides a third space through which Spivak's subaltern can be heard.

Gender stereotyping is a cross cultural phenomenon prevalent across boarders regardless of religion, ethnicity or color. The nature and the negative impact of such stereotyping are more pronounced in poorest countries like Africa where development, education, access to media and awareness are scarce. The prevalence of such stereotyping in the continent is the reason which compelled the researcher to engage in studying the contribution of feminist African writers in this regard. This study primarily focuses on investigating the extent of the reflection of embedded gender stereotyping and the degree of females' resistance to such stereotyping by feminist African writers, also tries to asses the significance of the novels in eliminating this stereotyping. This study has shown that the availability of novels which address the most important problems of femininity like economic dependency, societal rejection, non political participation, etc. However important raising these issues in the novels and the writer is a feminist one is for feminists, the novels have some embedded patriarchal touches which have been exemplified the characters.

Philologists have been attracted by the language and literature of the Anglo-Saxons; among them are counted earlier scholars, such as Archbishop Parker, William Lambarde, Lawrence Nowell, Francis Junius. They have handed down the torch of Anglo-Saxon studies to the modern scholars. Prior to discussion of the language and literature of the Anglo-Saxons, this book gives a very brief survey of Anglo-Latin authors; Aldhelm, Bede and Alcuin produced marvelous works written in Latin. A great number of manuscripts were copied from the works of those authors, and glosses were often added to them, sometimes interlinearly. The typical example of Old English interlinear glosses are found in the Lindisfarne Gospels and the Rushworth Gospels. Anglo-Saxon poets devoted themselves to Old English paraphrase of Scriptural narratives. King Alfred, lfric and Wulfstan made sometimes literal and sometimes free translation in order to enhance morality and intellectuality of the people. This book also includes two chapters on studies of proper nouns.