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"Relating Events in Narrative, Volume 2: Typological and Contextual
Perspectives" edited by Sven Stro mqvist and Ludo Verhoeven, is the
much anticipated follow-up volume to Ruth Berman and Dan Slobin's
successful "frog-story studies" book, "Relating Events in
Narrative: A Crosslinguistic Developmental Study" (1994).
Working closely with Ruth Berman and Dan Slobin, the new editors
have brought together a wide range of scholars who, inspired by the
1994 book, have all used Mercer Mayer's "Frog, Where Are You?" as a
basis for their research. The new book, which is divided into two
parts, features a broad linguistic and cultural diversity.
Contributions focusing on crosslinguistic perspectives make up the
first part of the book. This part is concluded by Dan Slobin with
an analysis and overview discussion of factors of linguistic
typology in frog-story research.
The second part offers a variety of theoretical and methodological
perspectives, all dealing with contextual variation of narrative
construction in a wide sense: variation across medium/modality
(speech, writing, signing), genre variation (the specific frog
story narrative compared to other genres), frog story narrations
from the perspective of theory of mind, and from the perspective of
bilingualism and second language acquisition. Several of the
contributions to the new book manuscript also deal with
developmental perspectives, but, in distinction to the 1994 book,
that is not the only focused issue. The second part is initiated by
Ruth Berman with an analysis of the role of context in developing
narrative abilities.
The new book represents a rich overview and illustration of recent
advances intheoretical and methodological approaches to the
crosslinguistic study of narrative discourse. A red thread
throughout the book is that crosslinguistic variation is not merely
a matter of variation in form, but also in content and aspects of
cognition. A recurrent perspective on language and thoughtis that
of Dan Slobin's theory of "thinking for speaking," an approach to
cognitive consequences of linguistic diversity. The book ends with
an epilogue by Herbert Clark, "Variations on a Ranarian
Theme."
The central question in this volume is how to create a society of
"engaged readers" in today's world, where reading is increasingly
overruled by other media, such as television and personal
computers. Engaged readers, as the term is used in this book, means
readers who are socially interactive, strategic, and motivated.
This state-of-the-art review contains research on integrating
cognitive, social, and motivational aspects of reading and reading
instruction, the chapter authors argue that coming to grips with
the notion of engagement in literacy requires redefining literacy
itself to acknowledge the degree to which it is not only a
cognitive accomplishment, but a social activity and an affective
commitment as well. Promoting literacy acquisition thus requires
interventions that address attitudes and beliefs as much as those
that assure cognitive changes in learners.
Equally important, the authors posit that literacy engagement
involves the integration of cognitive strategies and motivational
goals during literate activities. This necessary link between
literacy and motivation is addressed from a variety of
perspectives.
Acknowledging the value of cross-national and cross-cultural
comparisons, the book features chapters on the promotion of
literacy in different regions around the world.
This book focuses on the international and educational context of
ethnic communities and their language varieties in the Netherlands.
It presents major trends in Dutch research on community languages
and cross-cultural evidence on reported vs observed use of
community languages at Dutch schools.
Relating Events in Narrative, Volume 2: Typological and Contextual
Perspectives edited by Sven Stroemqvist and Ludo Verhoeven, is the
much anticipated follow-up volume to Ruth Berman and Dan Slobin's
successful "frog-story studies" book, Relating Events in Narrative:
A Crosslinguistic Developmental Study (1994). Working closely with
Ruth Berman and Dan Slobin, the new editors have brought together a
wide range of scholars who, inspired by the 1994 book, have all
used Mercer Mayer's Frog, Where Are You? as a basis for their
research. The new book, which is divided into two parts, features a
broad linguistic and cultural diversity. Contributions focusing on
crosslinguistic perspectives make up the first part of the book.
This part is concluded by Dan Slobin with an analysis and overview
discussion of factors of linguistic typology in frog-story
research. The second part offers a variety of theoretical and
methodological perspectives, all dealing with contextual variation
of narrative construction in a wide sense: variation across
medium/modality (speech, writing, signing), genre variation (the
specific frog story narrative compared to other genres), frog story
narrations from the perspective of theory of mind, and from the
perspective of bilingualism and second language acquisition.
Several of the contributions to the new book manuscript also deal
with developmental perspectives, but, in distinction to the 1994
book, that is not the only focused issue. The second part is
initiated by Ruth Berman with an analysis of the role of context in
developing narrative abilities. The new book represents a rich
overview and illustration of recent advances in theoretical and
methodological approaches to the crosslinguistic study of narrative
discourse. A red thread throughout the book is that crosslinguistic
variation is not merely a matter of variation in form, but also in
content and aspects of cognition. A recurrent perspective on
language and thought is that of Dan Slobin's theory of "thinking
for speaking," an approach to cognitive consequences of linguistic
diversity. The book ends with an epilogue by Herbert Clark,
"Variations on a Ranarian Theme."
"Interactive Literacy Education "combines the latest research and
theory related to technology-based instructional design for
children's literacy development. It shows how technology can be
used to build literacy learning environments that are compatible
with students? cognitive and social processes. Topics addressed
throughout this enlightening work include:
*technology environments and applications that preservice teachers
can use with young children;
*detailed information regarding the development and implementation
of specific technological programs; and
*various technologies, from interactive reading and spelling
programs to speech recognition to multimedia, that teachers can use
to enhance their literacy learning environments.
"Interactive Literacy Education "is intended for graduate courses
in methods of literacy instruction; educational technology;
curriculum/curriculum design; general preservice education; special
education; and applied psychology/cognitive studies. It is also
appropriate for use as a supplement in undergraduate courses in
methods of literacy instruction and educational technology.
Chapters written by leading authorities offer current perspectives
on the origins and development of language disorders. They address
the question: How can the child's linguistic environment be
restructured so that children at risk can develop important
adaptive skills in the domains of self-care, social interaction,
and problem solving? This theory-based, but practical book
emphasizes the importance of accurate definitions of subtypes for
assessment and intervention. It will be of interest to students,
researchers, and practitioners in the field of developmental
language disorders.
Chapters written by leading authorities offer current perspectives
on the origins and development of language disorders. They address
the question: How can the child's linguistic environment be
restructured so that children at risk can develop important
adaptive skills in the domains of self-care, social interaction,
and problem solving? This theory-based, but practical book
emphasizes the importance of accurate definitions of subtypes for
assessment and intervention. It will be of interest to students,
researchers, and practitioners in the field of developmental
language disorders.
The central question in this volume is how to create a society of
"engaged readers" in today's world, where reading is increasingly
overruled by other media, such as television and personal
computers. Engaged readers, as the term is used in this book, means
readers who are socially interactive, strategic, and motivated.
This state-of-the-art review contains research on integrating
cognitive, social, and motivational aspects of reading and reading
instruction, the chapter authors argue that coming to grips with
the notion of engagement in literacy requires redefining literacy
itself to acknowledge the degree to which it is not only a
cognitive accomplishment, but a social activity and an affective
commitment as well. Promoting literacy acquisition thus requires
interventions that address attitudes and beliefs as much as those
that assure cognitive changes in learners.
Equally important, the authors posit that literacy engagement
involves the integration of cognitive strategies and motivational
goals during literate activities. This necessary link between
literacy and motivation is addressed from a variety of
perspectives.
Acknowledging the value of cross-national and cross-cultural
comparisons, the book features chapters on the promotion of
literacy in different regions around the world.
During the past decades, literacy has gradually become a major
concern all over the world. Though there is a great diversity in
both the distribution and degree of literacy in different
countries, there has been an increasing awareness of the number of
illiterates and the consequences of being illiterate. However,
literacy is no longer seen as a universal trait. When one focuses
on culturally-sensitive accounts of reading and writing practices,
the concept of literacy as a single trait does not seem very
feasible. A multiplicity of literacy practices can be distinguished
which are related to specific cultural contexts and associated with
relations of power and ideology. As such, literacy can be seen as a
lifelong context-bound set of practices in which an individual's
needs vary with time and place.
This volume explores the use of literacy outside the mainstream in
different contexts throughout the world. It is divided into four
sections. Section 1 presents an anthropological
perspective--analyzing the society and the individual in a society.
Section 2 presents a psychological perspective--focusing on the
individuals themselves and analyzing the cognitive and affective
development of young children as they acquire literacy in their
first and second languages. Section 3 presents an educational
perspective--highlighting the variations in educational approaches
in different societies as well as the outcomes of these approaches.
Section 4 summarizes the studies presented in this volume. Both
theoretical issues and educational implications related to the
development of literacy in two languages are discussed. An attempt
is also made to open up new directions in the study of literacy
development in multilingual contexts by bringing these various
disciplinary perspectives together.
During the past decades, literacy has gradually become a major
concern all over the world. Though there is a great diversity in
both the distribution and degree of literacy in different
countries, there has been an increasing awareness of the number of
illiterates and the consequences of being illiterate. However,
literacy is no longer seen as a universal trait. When one focuses
on culturally-sensitive accounts of reading and writing practices,
the concept of literacy as a single trait does not seem very
feasible. A multiplicity of literacy practices can be distinguished
which are related to specific cultural contexts and associated with
relations of power and ideology. As such, literacy can be seen as a
lifelong context-bound set of practices in which an individual's
needs vary with time and place.
This volume explores the use of literacy outside the mainstream in
different contexts throughout the world. It is divided into four
sections. Section 1 presents an anthropological
perspective--analyzing the society and the individual in a society.
Section 2 presents a psychological perspective--focusing on the
individuals themselves and analyzing the cognitive and affective
development of young children as they acquire literacy in their
first and second languages. Section 3 presents an educational
perspective--highlighting the variations in educational approaches
in different societies as well as the outcomes of these approaches.
Section 4 summarizes the studies presented in this volume. Both
theoretical issues and educational implications related to the
development of literacy in two languages are discussed. An attempt
is also made to open up new directions in the study of literacy
development in multilingual contexts by bringing these various
disciplinary perspectives together.
The four articles in this issue represent recent developments in
the study of basic processes in L2 reading at the primary level.
The research reported reflects the array of theoretical and
instructional issues targeted currently by researchers who wish to
understand L2 reading development in young children. Ultimately,
this research should be used to help policymakers and educators
make better informed decisions about how L2 literacy instruction
can be enhanced across various sociocultural and linguistic
boundaries.
This book focuses on bilingualism in the context of migration and
minorization processes. Its aim is to integrate recent research in
this fast growing field of scientific and social interest into a
single and coherent academic reference. The book has four parts.
Part One goes into processes of early bilingual development. Part
Two focuses on bilingual development of children at school age. In
Part Three the constraints in processes of code-switching and
borrowing are dealt with. Part Four discusses the issues related to
processes of language maintenance and language loss. Taken from
these four perspectives, the volume offers a comprehensive state of
the art, with contributions from different combinations of language
parts.
Language acquisition is a human endeavor par excellence. As
children, all human beings learn to understand and speak at least
one language: their mother tongue. It is a process that seems to
take place without any obvious effort. Second language learning,
particularly among adults, causes more difficulty. The purpose of
this series is to compile a collection of high-quality monographs
on language acquisition. The series serves the needs of everyone
who wants to know more about the problem of language acquisition in
general and/or about language acquisition in specific contexts.
Language acquisition is a human endeavor par excellence. As
children, all human beings learn to understand and speak at least
one language: their mother tongue. It is a process that seems to
take place without any obvious effort. Second language learning,
particularly among adults, causes more difficulty. The purpose of
this series is to compile a collection of high-quality monographs
on language acquisition. The series serves the needs of everyone
who wants to know more about the problem of language acquisition in
general and/or about language acquisition in specific contexts.
Bringing together an international team of scholars, this
pioneering book presents the first truly systematic,
cross-linguistic study of variation in literacy development. It
draws on a wide range of cross-cultural research to shed light on
the key factors that predict global variation in children's
acquisition of reading and writing skills, covering regions as
diverse as North and South America, Asia, Australia, Europe and
Africa. The first part of the volume deals with comprehensive
reviews related to the variation of literacy in different regions
of the globe as a function of socio-political, sociocultural, and
language and writing system factors. The second part of the volume
deals with comprehensive reviews related to the variation of
literacy in different world regions. Offering a pioneering new
framework for global literacy development, this groundbreaking
volume will remain a landmark in the fields of literacy development
and literacy teaching and learning for years to come.
This volume presents the first truly systematic,
multi-disciplinary, and cross-linguistic study of the language and
writing system factors affecting the emergence of dyslexia.
Bringing together a team of scholars from a wide variety of
disciplines, it takes a dual focus on the language-specific
properties of dyslexia and on its core components across languages
and orthographies, to challenge theories on the nature,
identification and prevalence of dyslexia, and to reveal new
insights. Part I highlights the nature, identification and
prevalence of dyslexia across multiple languages including English,
French, Dutch, Czech and Slovakian, Finnish, Arabic, Hebrew,
Japanese and Chinese, while Part II takes a cross-linguistic stance
on topics such as the nature of dyslexia, the universals that
determine relevant precursor measures, competing hypotheses of
brain-based deficits, modelling outcomes, etiologies, and
intergenerational gene-environment interactions.
Around the world, children embark on learning to read in their home
language or writing system. But does their specific language, and
how it is written, make a difference to how they learn? How is
learning to read English similar to or different from learning in
other languages? Is reading alphabetic writing a different
challenge from reading syllabic or logographic writing? Learning to
Read across Languages and Writing Systems examines these questions
across seventeen languages representing the world's different major
writing systems. Each chapter highlights the key features of a
specific language, exploring research on learning to read, spell,
and comprehend it, and on implications for education. The editors'
introduction describes the global spread of reading and provides a
theoretical framework, including operating principles for learning
to read. The editors' final chapter draws conclusions about
cross-linguistic universal trends, and the challenges posed by
specific languages and writing systems.
Around the world, children embark on learning to read in their home
language or writing system. But does their specific language, and
how it is written, make a difference to how they learn? How is
learning to read English similar to or different from learning in
other languages? Is reading alphabetic writing a different
challenge from reading syllabic or logographic writing? Learning to
Read across Languages and Writing Systems examines these questions
across seventeen languages representing the world's different major
writing systems. Each chapter highlights the key features of a
specific language, exploring research on learning to read, spell,
and comprehend it, and on implications for education. The editors'
introduction describes the global spread of reading and provides a
theoretical framework, including operating principles for learning
to read. The editors' final chapter draws conclusions about
cross-linguistic universal trends, and the challenges posed by
specific languages and writing systems.
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