Psykolingvistik

Wu's book provides an innovative perspective on, and recommendations for, the major aspects of second language (L2) teaching from a Hegelian anthro-philosophical perspective.Language is social in nature and is related to the larger social milieu. Hegelian philosophy of language complements existing research and theories on L2 learning by not only equipping them with a systematic framework but also broadening their scope. In Hegelian philosophy, language not only has its individual and interpersonal dimensions but is also related to the community, society, and morality. The Hegelian perspective also suggests a number of functions of L2 which have either been neglected or rejected by L2 researchers. This book highlights these neglected elements such as intersubjectivity, mutual recognition, universalization and objectivization of inner subjectivity of individuals, as well as moral enhancement. These concepts generate insights on the teaching and learning of L2. Wu's volume also covers how the Hegelian anthro-philosophical perspective can help to re-interpret research results on L2 learner characteristics that are related to L2 learning to date such as L2 identity and autonomy.The book offers an alternative research paradigm, teaching philosophy, pedagogical implications, and suggestions for scholars, practitioners, and students in the professional field of L2 teaching.

This new edition has been comprehensively updated and significantly expanded and now includes over fifty chapters written by leading authorities and a brand new substantial introduction by John Edwards. Coverage has been expanded regionally and there is a critical focus on indigenous languages.

This timely book will guide researchers on how to apply qualitative research methods to explore English-medium instruction (EMI) issues, such as classroom interactions, teachers' and students' perceptions on language and pedagogical challenges, and stakeholders' views on the implementation of EMI.Each chapter focuses on a specific type of qualitative research methodology, beginning with an overview of the research and the method used, before presenting a unique case study. Chapters will also identify the process that EMI researchers went through to conduct their research, the key dilemmas they faced, and focus particularly on the methodological issues they encountered. By exploring these issues and providing up-to-date insights in contexts across the globe, this book informs theory or the lack thereof, underlying research into the phenomenon of EMI.This text will be indispensable for researchers who want to learn and acquire skills in conducting qualitative research in EMI, as well as undergraduate and postgraduate students reading in the fields of applied linguistics and language education.

The Peer Effect: Non-Traditional Models of Instruction in Spanish as a Heritage Language guides an important pedagogical conversation on the relevance of heritage language and literacy practices as resources for instruction, framing heritage teaching and learning as a social justice issue.Presenting ethnographic and discourse analyses of a heritage peer tutoring program at a university in California, this book focuses on the ways in which the dynamic translanguaging practices that Spanish heritage language (SHL) peer tutors mobilize in a non-classroom, student-led, collaborative academic space directly respond to the literacy demands of academic language development. Based on the in-depth analysis of peer tutors' translingual practices, the book advances scholarship in SHL pedagogy, providing concrete classroom-based examples, techniques, and activities that nurture equitable pedagogies for heritage student belonging, while challenging the deficit discourse that has traditionally governed the dialogue around literacy instruction for multilingual students.This versatile volume is designed for educators, researchers, practitioners, and students in the fields of heritage language pedagogy, bilingual education, educational linguistics, and literacy studies for multilingual students.

This book focuses on literary multilingualism and specifically on the challenging condition of writing in Trieste, a key European borderland located at the intersection between the Latin, Germanic and Slav civilisations.By focusing on some of the most representative modern writers operating in the area, such as Italo Svevo, Boris Pahor, Claudio Magris and James Joyce, this work offers a wide-ranging discussion of multilingual practices deriving from the different language choices made by these writers. Along with the most common manifest strategies, such as code-switching and hybridisations, Deganutti highlights how Triestine writers found innovative latent practices to engage with multilingualism, such as writing in an analogical way or exploiting internal linguistic stratifications. Moreover, she shows how they provided answers to the several linguistic, cultural and even political challenges they were subjected to, with the result of redefining linguistic boundaries that clearly separate different tongues.This book will be of interest to graduate students, researchers and academics interested in literary multilingualism in the fields of sociolinguistics, borderland studies and comparative literature.

This edited collection provides a comprehensive and locally situated understanding of English language teaching from the perspective of dedicated and experienced language professionals and researchers in Costa Rica.The book uses a series of reflective sections that interconnect theory and practice in a non-English-dominant context in order to inform and transform pedagogical practices. The chapters depict a wide-ranging image of English language teaching and learning in the region, encouraging in-service teachers, TESOL specialists, and ELT scholars to critically reassess, rethink, and relearn teaching and learning as more than a political decision in an educational curriculum.Ultimately promoting the practice as dynamic, ever-changing, and culturally situated, the book will be highly relevant to researchers, academics, scholars, and faculty in the fields of teacher education, educational research, EFL, and modern foreign languages.

This edited volume investigates the multifaceted elements that shape EAL pedagogy and research in a variety of settings and research areas including linguistic ability influences on subject-specific skills, integrating learners' home languages into classroom environments, and the importance of supporting EAL teachers in the classroom.

This edited volume takes an expansive, no-nonsense view of the spectrum of English language learners to address their varied backgrounds and their wide range of needs, worries, motivations, and abilities.

This edited volume takes an expansive, no-nonsense view of the spectrum of English language learners to address their varied backgrounds and their wide range of needs, worries, motivations, and abilities.

Centered around the idea that literacy teaching is more than the transmission of strategies and skills, this volume serves as a foundation for approaching literacy from an identity perspective. Through incisive and accessible chapters from top scholars, it introduces readers to the concept of literate identities, examining them across ages and grade levels to present an overview of how scholars and educators can use this concept in their research and teaching.Organized by developmental level with sections on early childhood, middle childhood, adolescence, and cross-age research, contributors reveal how literacy can be framed as an identity practice to engage students and support their development. Applying a range of theoretical perspectives and frameworks, each chapter identifies the identity theory used, explains the relevant methodology and research questions, covers implications for practice, and includes questions or prompts for discussion. The volume reveals how understanding literate identities is at the heart of effective and inclusive literacy instruction by addressing key topics, including culturally relevant pedagogy, intersectionality, and transnationalism, among others. Illuminating multiple pathways to understanding students as readers and writers, this book is essential for teachers, scholars, and researchers in literacy education, research methods, and multicultural education.

Centered around the idea that literacy teaching is more than the transmission of strategies and skills, this volume serves as a foundation for approaching literacy from an identity perspective. Through incisive and accessible chapters from top scholars, it introduces readers to the concept of literate identities, examining them across ages and grade levels to present an overview of how scholars and educators can use this concept in their research and teaching.Organized by developmental level with sections on early childhood, middle childhood, adolescence, and cross-age research, contributors reveal how literacy can be framed as an identity practice to engage students and support their development. Applying a range of theoretical perspectives and frameworks, each chapter identifies the identity theory used, explains the relevant methodology and research questions, covers implications for practice, and includes questions or prompts for discussion. The volume reveals how understanding literate identities is at the heart of effective and inclusive literacy instruction by addressing key topics, including culturally relevant pedagogy, intersectionality, and transnationalism, among others. Illuminating multiple pathways to understanding students as readers and writers, this book is essential for teachers, scholars, and researchers in literacy education, research methods, and multicultural education.

Affirming the Rights of Emergent Bilingual and Multilingual Children and Families explores how the philosophy, principles, and practices of the internationally acclaimed Municipal Preschools and Infant Toddler Centers of Reggio Emilia, Italy, advance the social justice and linguistic human rights of emergent bilingual and multilingual children and their families, particularly immigrants and refugees.The book is driven by the authors' research-based discourse including an interview with Reggio Emilia educators and direct observations in the Preschools and Infant-toddler Centers in Italy. Chapters include survey and follow-up interviews, and classroom examples from U.S. early childhood educators inspired by the Reggio Emilia approach some of whom are in multilingual settings. Recommendations are included for practitioners who are intentional about advocating for the rights of emergent bi- and multilingual young children. Also included are the researchers' interpretations and reflexive narratives on contextuality, intersectionality, and intertextuality, which interweave theories and practice. The insightful examinations of scholarly work and the critical review of the distinctive features of the Reggio Emilia philosophy contribute to an early childhood education transformative lens that challenges the status quo of inequities and foregrounds the linguistic and cultural rights of learners who speak different languages. The authors review research and theory that inform the latest developments in culturally and linguistically responsive practices in innovative early education (infant through pre-k), family participation, and teacher preparation and development.Of general interest to educators and researchers around the world who work to ensure the rights of emergent language learners, this is an essential text for upper-level and graduate students, early childhood educators, educational and community leaders, administrators, and researchers.

This book explores how the philosophy, principles, and practices of the internationally acclaimed Municipal Preschools and Infant Toddler Centers of Reggio Emilia, Italy, advance the social justice and linguistic human rights of emergent bilingual and multilingual children and their families, particularly immigrants and refugees.

Une ode à la richesse et à la diversité de la culture francophone en Amérique, ce livre est un incontournable pour tous les amoureux de la langue française et de son histoire en Amérique.

"Although teaching Arabic as a foreign language (TAFL) has grown inexorably in recent decades, there is a dearth of empirical research on the TAFL classroom experience. In this insightful volume, Dalal Abo El Seoud brings together up-to-date practice-based research and conceptual contributions by eighteen professionals in the field. These address a wide range of challenges in teaching Arabic as a foreign language and ways of overcoming them with a clear eye to twenty-first-century language-learning skills, which advocate communication, collaboration, critical thinking, and creativity. The chapters address curriculum design, teaching Arabic to non-English speakers, trends in the use of technology, motivating students, teaching Arabic language varieties, and teaching language skills. This volume will be an invaluable resource for teachers and teachers in training of TAFL and for scholars and researchers in the field."--

""From Ibn Sina to Sindbad makes some of the greatest works of the Golden Age of Arab Civilization accessible to Arabic students at the mid- to high-advanced level of proficiency, while also providing a ready curriculum for teachers of Advanced Arabic. It introduces students to classical Arabic literature through twenty guided and scaffolded readings of works spanning prose genres from travel writing to philosophy, science, religion, humor, and imaginative fiction, including texts by al-Jahiz, al-Kindi, Ibn Khaldun, and Ibn Rushd. Original texts are supplemented with supporting explanatory material, to make them accessible to students, who then progress through an extensive series of exercises to test their comprehension, develop interpretive and critical reading skills, and apply the linguistic structures to their own speaking and writing. Each of the twenty lessons is designed to stand alone for classroom use or individual study, making it a most valuable resource for students and teachers alike.""--

In the present book, the starting line is defined by a morphogenetic perspective on human communication and culture. The focus is on visual communication, music, religion (myth), and language, i.e., on the ¿symbolic forms¿ at the heart of human cultures (Ernst Cassirer). The term ¿morphogenesis¿ has more precisely the meaning given by René Thom (1923-2002) in his book ¿Morphogenesis and Structural Stability¿ (1972) and the notions of ¿self-organization¿ and cooperation of subsystems in the ¿Synergetics¿ of Hermann Haken (1927- ). The naturalization of communication and cultural phenomena is the favored strategy, but the major results of the involved disciplines (art history, music theory, religious science, and linguistics) are respected.Visual art from the Paleolithic to modernity stands for visual communication. The present book focuses on studies of classical painting and sculpture (e.g., Leonardo da Vinci, William Turner, and Henry Moore) and modern art (e.g., Jackson Pollock and Joseph Beuys). Musical morphogenesis embraces classical music (from J. S. Bach to Arnold Schönberg) and political songwriting (Bob Dylan, Leonhard Cohen). The myths of pre-literary societies show the effects of self-organization in the re-assembly (bricolage) of traditions. Classical polytheistic and monotheistic religions demonstrate the unfolding of basic germs (religious attractors) and their reduction in periods of crisis, the self-organization of complex religious networks, and rationalized macro-structures (in theologies). Significant tendencies are analyzed in the case of Buddhism and Christianism. Eventually, a holistic view of symbolic communication and human culture emerges based on state-of-the-art in evolutionary biology, cognitive science, linguistics, and semiotics (philosophy of symbolic forms).

Romance is a fertile ground for linguistic research. Instead of limiting their studies to one specialised area, some Romance scholars have managed to combine different aspects of the broad field of Romance linguistics in an impressive way. This volume is dedicated to the multifaceted research interests of Guido Mensching: Part 1 focusses on different aspects of the architecture of grammar and linguistic theory, covering Italian, Portuguese, French, Sardinian and Romance. The focus of Part 2 is on historical linguistics, discussing Old Occitan lexicography and Romance in Hebrew scripts. Part 3 is dedicated to aspects relating to plurilingualism, language contact and sociolinguistics. Part 4 explores research arguments that go beyond Romance philology but are nonetheless intertwined with it.

Möchtest du in jeder Situation die richtigen Worte finden? Möchtest du in jederzeit schlagfertig und eloquent antworten können? Möchtest du selbstbewusst, schlagfertig und überzeugend auftreten und deine Mitmenschen in den Bann ziehen?Dann wird dir dieses Buch dabei helfen, mit bewährten Techniken und Methoden deine Ausdrucksweise zu verbessern und deinen Wortschatz zu erweitern. Schon mit etwas Übung werden deine Freunde und Kollegen an deinen Lippen hängen und dir gespannt zuhören, wenn du das Wort ergreifst.Anstatt dir nach einem hitzigen Wortgefecht im Nachhinein zu denken "Hätte ich doch das oder jenes geantwortet", wirst du schon in kurzer Zeit zum Wortakrobaten, der immer die richtigen Antworten parat hat.Dominik Wenzeslaus zeigt dir in seinem Buch, wie du deine Rhetorik Fähigkeiten aufs nächste Level bringst und erprobte Lernmethoden nutzt, mit denen du schnell einen umfangreichen Wortschaft aufbauen wirst. Dieses Buch bietet dir zahlreiche Praxisübungen und bewährte Lernmethoden, mit denen du deinen Wortschatz in kürzester Zeit erweitern kannst, sodass du jedes Gespräch im Alltag sicher meisterst.Zudem bietet dir dieses Buch:- Wortschatz aufbauen leicht gemacht: alphabetisch sortierte Liste von wörtern für jede Situation, um jedes Gespräch selbstbewusst und sicher zu meistern.- Die Macht der Sprache: erfahre, wie Sprache wirkt und wie du dich zielgerichtet und effektiv ausdrückst, um dem Gesagten Nachdruck zu verleihen.- Die 10 wichtigsten Regeln der Rhetorik: finden Sie heraus, wie Sie jeden Menschen überzeugen können, das zu tun, was Sie wollen.- Kinderleichte Lernmethoden: verbessere aktiv deine Kommunikation und verbessere deine Ausdrucksweise mühelos mit erprobten Techniken, cleveren Tipps und der richtigen Nutzung von Fremdwörtern im Alltag.- Wortakrobat auf Knopfdruck: lerne die richtige Aussprache und Betonung jedes Wortes durch die dazugehörige Lautschrift. Und erfahre durch umfangreiche Beispiele, wann und wie du welche Fremdwörter sicher verwendest.Die Wahrheit ist: Die Feder ist mächtiger als das Schwert. Nur wer die Macht des Wortes kennt und zu nutzen weiß, kann die Magie einer eloquenten Ausdrucksweise für sich und seinen Erfolg nutzen. Nutze diese Chance, sichere dir dein Exemplar und werde noch heute zum Wortakrobaten!