|
Showing 1 - 18 of
18 matches in All Departments
This edited volume unpacks the familiar concepts of language,
literacy and learning, and promotes dialogue and bridge building
within and across these concepts. Its specific interest lies in
bridging the gap between Literacy Studies (or New Literacy
Studies), on the one hand, and SLA and scholarship in learning in
multilingual contexts, on the other. The chapters in the volume
center-stage empirical analysis, and each addresses gaps in the
scholarship between the two domains. The volume addresses the need
to engage with the concepts, categorizations and boundaries that
pertain to language, literacy and learning. This need is especially
felt in our globalized society, which is characterized by constant,
fast and unpredictable mobility of people, goods, ideas and values.
The editors of this volume are founding members of the Nordic
Network LLL (Language, Literacy and Learning). They have initiated
a string of workshops and have discussed this theme at Nordic
meetings and at symposia at international conferences.
This book provides critical perspectives on issues relating to
writing norms and assessment, as well as writing proficiency
development, and suggests that scholars need to both carefully
examine testing regimes and develop research-informed perspectives
on tests and testing practices. In this way schools, institutions
of adult education and universities can better prepare learners
with differing cultural experiences to meet the challenges. The
book brings together empirical studies from diverse geographical
contexts to address the crossing of literacy borders, with a focus
on academic genres and practices. Most of the studies examine
writing in countries where the norms and expectations are
different, but some focus on writing in a new discourse community
set in a new discipline. The chapters shed light on commonalities
and differences between these two situations with respect to the
expectations and evaluations facing the writers. They also consider
the extent to which the norms that the writers bring with them from
their educational backgrounds and own cultures are compromised in
order to succeed in the new educational settings.
This book provides critical perspectives on issues relating to
writing norms and assessment, as well as writing proficiency
development, and suggests that scholars need to both carefully
examine testing regimes and develop research-informed perspectives
on tests and testing practices. In this way schools, institutions
of adult education and universities can better prepare learners
with differing cultural experiences to meet the challenges. The
book brings together empirical studies from diverse geographical
contexts to address the crossing of literacy borders, with a focus
on academic genres and practices. Most of the studies examine
writing in countries where the norms and expectations are
different, but some focus on writing in a new discourse community
set in a new discipline. The chapters shed light on commonalities
and differences between these two situations with respect to the
expectations and evaluations facing the writers. They also consider
the extent to which the norms that the writers bring with them from
their educational backgrounds and own cultures are compromised in
order to succeed in the new educational settings.
The 1940s is a lost decade in horror cinema, undervalued and
written out of most horror scholarship. This collection revises,
reframes, and deconstructs persistent critical binaries that have
been put in place by scholarly discourse to label 1940s horror as
somehow inferior to a "classical" period or "canonical" mode of
horror in the 1930s, especially as represented by the monster films
of Universal Studios. The book's four sections re-evaluate the
historical, political, economic, and cultural factors informing
1940s horror cinema to introduce new theoretical frameworks and to
open up space for scholarly discussion of 1940s horror genre
hybridity, periodization, and aesthetics. Chapters focused on
Gothic and Grand Guignol traditions operating in forties horror
cinema, 1940s proto-slasher films, the independent horrors of the
Poverty Row studios, and critical reevaluations of neglected hybrid
films such as The Vampire's Ghost (1945) and "slippery" auteurs
such as Robert Siodmak and Sam Neufield, work to recover a decade
of horror that has been framed as having fallen victim to
repetition, exhaustion, and decline.
This edited volume unpacks the familiar concepts of language,
literacy and learning, and promotes dialogue and bridge building
within and across these concepts. Its specific interest lies in
bridging the gap between Literacy Studies (or New Literacy
Studies), on the one hand, and SLA and scholarship in learning in
multilingual contexts, on the other. The chapters in the volume
center-stage empirical analysis, and each addresses gaps in the
scholarship between the two domains. The volume addresses the need
to engage with the concepts, categorizations and boundaries that
pertain to language, literacy and learning. This need is especially
felt in our globalized society, which is characterized by constant,
fast and unpredictable mobility of people, goods, ideas and values.
The editors of this volume are founding members of the Nordic
Network LLL (Language, Literacy and Learning). They have initiated
a string of workshops and have discussed this theme at Nordic
meetings and at symposia at international conferences.
This book details patterns of language use that can be found in the
writing of adult immigrant learners of Norwegian as a second
language (L2). Each study draws its data from a single corpus of
texts written for a proficiency test of L2 Norwegian by learners
representing 10 different first language (L1) backgrounds. The
participants of the study are immigrants to Norway and the book
deals with the varying levels and types of language difficulties
faced by such learners from differing backgrounds. The studies
examine the learners' use of Norwegian in relation to the
morphological, syntactic, lexical, semantic and pragmatic patterns
they produce in their essays. Nearly all the studies in the book
rely on analytical methods specifically designed to isolate the
effects of the learners' L1s on their use of L2 Norwegian, and
every chapter highlights patterns that distinguish different L1
groups from one another.
Forty four million dollars. A Victorian mansion. And a young career
woman with cats. The prospect sounded like a dream come true; what
could possibly go wrong? How could a friendly town's welcome turn
into a case of poisoning, murder, and deceit? When Katherine "Katz"
Kendall, a computer professional in New York City, discovers she's
the sole heir of a huge inheritance, she can't believe her good
fortune. She's okay with the clauses of the will: Move to the small
town of Erie, Indiana, check. Live in her great aunt's pink
Victorian mansion and take care of an Abyssinian cat, double-check.
With her three Siamese cats and best friend Colleen riding shotgun,
Katz leaves Manhattan to find a former housekeeper dead in the
basement. Ghostly intrusions convince Colleen, a card carrying
"ghost hunter," that the mansion is haunted. Several townspeople
are furious because Katherine's benefactor promised them the
fortune, then changed her will at the last minute. But who would be
greedy enough to get rid of the rightful heir to take the money and
run? Four adventurous felines help Katz solve the crimes by
mysteriously "searching" the Internet for clues. A fun, fast-paced
book for all to enjoy.
|
|