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Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

xxiv p., 3 l., [3]-456 p. 20 cm

26

The #Arabic language is deeply incorporated as part of slang & everyday conversation for millions of Israelis. So to celebrate #ArabicLanguageDay, we asked Israelis on Jerusalem's streets to share the words they use the most in Arabic, here's what they had to say: https://t.co/Bv9SRAICFx Source: https://twitter.com/Israel/status/1207345671419944960 Uploader: Israel ישראל

The #Arabic language is deeply incorporated as part of slang & everyday conversation for millions of Israelis. So to celebrate #ArabicLanguageDay, we asked Israelis on Jerusalem's streets to share the words they use the most in Arabic, here's what they had to say: https://t.co/Bv9SRAICFx Source: https://twitter.com/Israel/status/1207345671419944960 Uploader: Israel ישראל

The #Arabic language is deeply incorporated as part of slang & everyday conversation for millions of Israelis. So to celebrate #ArabicLanguageDay, we asked Israelis on Jerusalem's streets to share the words they use the most in Arabic, here's what they had to say: https://t.co/Bv9SRAICFx Source: https://twitter.com/Israel/status/1207345671419944960 Uploader: Israel ישראל

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

770 p

How are we free if we don't acknowledge slavery when we see it? On this episode Darryl and I get into a deep conversation about liberation, slavery and non-cooperation. Hope you can listen and share. Aho!

Book digitized by Google and uploaded to the Internet Archive by user tpb.

A serious reflection on the grievous scandal of profane language in conversation. 1790.. Digitized from IA40310308-03 . Previous issue: bim_eighteenth-century_a-dissuasive-from-the-si_woodward-josiah_1798 . Next issue: bim_eighteenth-century_a-catechetical-instructi_1797 .

Corsican (Corsu, lingua corsa) Native to: France, Italy Region: Corsica, Sardinia (Maddalena archipelago) Native speakers: 125,000 in Corsica (2009) Language family: Indo-European (Romance) All the speakers in this video come from different regions of Northern Corsica. There are different pronunciation peculiarities in northern Corsica regions: - The most important is the mutation of the consonants. Some consonants have 2 pronunciations: a strong “pretta” or soft “frolla” depending on their position in a word or phrase. These are called the “cambiarine” i.e “shiftings”. The mutation occurs when a voiced consonant is in intervocalic position (between two vowels) or when a voiceless consonant is preceded by a vowel. However there is no mutation at the beginning of a sentence, for the double consonants, after a pause or after a stressed vowel at the end of a word (highlighted by a grave accent). For example in the phrase: “trè pani bianci” the letter “p” will be pronounce [p] and the letter “b” as a [w] but in the phrase “u pane hè biancu” the letter “p” will be pronounce [b] and the letter “b” as a [b]. In North Corsica, all consonants mutate except: l, m, n, r, sc, sg, gn, gli. In the south, only c, f, s, v (and ghj at the beginning of a phrase) mutate. - Betacism: in all the north Corsica, the letters “b” and “v” are pronounce (in strong position i.e. without mutation) both like a [b]. - Rhotacism: in the region of Balagna and the region of Bastia the letter “L” is often pronounce like the letter “R”. The same goes to a lesser extent for the letter “D”. - In north-east Corsica (region of Bastia, Nebbio, Castagniccia and Cap Corse), the letter “a” is sometimes pronounced [æ] (between [a] and [ɛ]) or even more as a [ɛ] e.g. “piaghja”, “piacè”... It always happens in the sequence “ar” which the [a] always evolves towards [æ] or [ɛ]. - In Bastia, the letter “s” in the sequence “st” is pronounce [ʃ]. - When a group [vowel + “n” or “m”] is found in front of a consonant, the vowel becomes nasalized. It’s called a “nasògnulu” i.e. nasal. Nasalization does not occur in the case of double “n” or “m”. In North Corsica, when the group [vowel + “n”] is followed by a “b” or “v”, the letter “n” is pronounce as an “m”.

Corsican (Corsu, lingua corsa) Native to: France, Italy Region: Corsica, Sardinia (Maddalena archipelago) Native speakers: 125,000 in Corsica (2009) Language family: Indo-European (Romance) All the speakers in this video come from different regions of Northern Corsica. There are different pronunciation peculiarities in northern Corsica regions: - The most important is the mutation of the consonants. Some consonants have 2 pronunciations: a strong “pretta” or soft “frolla” depending on their position in a word or phrase. These are called the “cambiarine” i.e “shiftings”. The mutation occurs when a voiced consonant is in intervocalic position (between two vowels) or when a voiceless consonant is preceded by a vowel. However there is no mutation at the beginning of a sentence, for the double consonants, after a pause or after a stressed vowel at the end of a word (highlighted by a grave accent). For example in the phrase: “trè pani bianci” the letter “p” will be pronounce [p] and the letter “b” as a [w] but in the phrase “u pane hè biancu” the letter “p” will be pronounce [b] and the letter “b” as a [b]. In North Corsica, all consonants mutate except: l, m, n, r, sc, sg, gn, gli. In the south, only c, f, s, v (and ghj at the beginning of a phrase) mutate. - Betacism: in all the north Corsica, the letters “b” and “v” are pronounce (in strong position i.e. without mutation) both like a [b]. - Rhotacism: in the region of Balagna and the region of Bastia the letter “L” is often pronounce like the letter “R”. The same goes to a lesser extent for the letter “D”. - In north-east Corsica (region of Bastia, Nebbio, Castagniccia and Cap Corse), the letter “a” is sometimes pronounced [æ] (between [a] and [ɛ]) or even more as a [ɛ] e.g. “piaghja”, “piacè”... It always happens in the sequence “ar” which the [a] always evolves towards [æ] or [ɛ]. - In Bastia, the letter “s” in the sequence “st” is pronounce [ʃ]. - When a group [vowel + “n” or “m”] is found in front of a consonant, the vowel becomes nasalized. It’s called a “nasògnulu” i.e. nasal. Nasalization does not occur in the case of double “n” or “m”. In North Corsica, when the group [vowel + “n”] is followed by a “b” or “v”, the letter “n” is pronounce as an “m”.

52

"How are we free if we don't acknowledge slavery when we see it?" On this episode Darryl and I dive deep into a conversation about language, slavery, liberation and non-cooperation. Hope you can listen and share. Aho! 

"How are we free if we don't acknowledge slavery when we see it?" On this episode Darryl and I dive deep into a conversation about language, slavery, liberation and non-cooperation. Hope you can listen and share. Aho! 

Letters on subjects of importance to the happiness of young females, addressed by a governess to her pupils, ... To which is added, a few practical lessons on the improprieties of language, and errors of pronunciation, which frequently occur in common conversation. By Helena Wells. 1799.. Digitized from IA40316208-17 . Next issue: bim_eighteenth-century_the-toast-an-heroick-po_king-william_1736_2 .

Letters on subjects of importance to the happiness of young females, addressed by a governess to her pupils, ... To which is added, a few practical lessons on the improprieties of language, and errors of pronunciation, which frequently occur in common conversation. By Helena Wells. 1799.. Digitized from IA40316208-17 . Next issue: bim_eighteenth-century_the-toast-an-heroick-po_king-william_1736_2 .

Letters on subjects of importance to the happiness of young females, addressed by a governess to her pupils, ... To which is added, a few practical lessons on the improprieties of language, and errors of pronunciation, which frequently occur in common conversation. By Helena Wells. 1799.. Digitized from IA40316208-17 . Next issue: bim_eighteenth-century_the-toast-an-heroick-po_king-william_1736_2 .

A serious reflection on the grievous scandal of prophane language in conversation. By Josiah Woodward, D.D. 1708.. Digitized from IA40313617-06 . Previous issue: bim_eighteenth-century_a-discourse-of-the-latte_palmer-joseph-writer-o_1709 . Next issue: bim_eighteenth-century_christs-last-sermon_hart-john-d-d_1715 .

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

142, [1] pages : 12 cm

142, [1] pages : 12 cm

52

Book digitized by Google and uploaded to the Internet Archive by user tpb.

26 31

26 31

An analysis of sociocultural aspects of a dinner conversation is presented, part of a larger study of the pragmatics of second language discourse. Salient features of the discourse are examined in terms of implicit frames of reference about social membership that are brought into play in interaction. Primary data come from the conversation between an advanced Japanese non-native speaker of English (NNS) and two American colleagues, and secondary data from open-ended ethnographic interviews with the NNS. The analysis considers sociopragmatic features of discourse, such as solidarity, intimacy, distance, directness and indirectness, and cultural frames of reference, and how they influence the construction of a conversational participant structure, understood primarily in terms of negotiated solidarity. While the data suggest that differences in discourse strategies between the American and Japanese participants exist, a heteroglossic rather than consensual understanding of the sociocultural context of cross-cultural communication is suggested. (Author/MSE)

Book digitized by Google from the library of the New York Public Library and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of the New York Public Library and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of the New York Public Library and uploaded to the Internet Archive by user tpb.

Learning a language in a formal context is not the same as learning a language in a natural setting, in that the goal of one of the participants in the communicative events that occur in the classroom, the teacher, is to teach a language. For this reason, the majority of the actions undertaken by the participants are directed at achieving that goal. That is why observing and analyzing interaction in the classroom becomes a key element in understanding how we learn. This chapter sets out ways this issue is approached through conversation analysis. The transcription symbols used in this chapter are based on conventions developed by the GREIP group (see Moore & Llompart, this volume) and are included in the annex. [A Catalan version of this chapter is also included in the book. For the complete volume, "Qualitative Approaches to Research on Plurilingual Education," see ED573580.]

Learning a language in a formal context is not the same as learning a language in a natural setting, in that the goal of one of the participants in the communicative events that occur in the classroom, the teacher, is to teach a language. For this reason, the majority of the actions undertaken by the participants are directed at achieving that goal. That is why observing and analyzing interaction in the classroom becomes a key element in understanding how we learn. This chapter sets out ways this issue is approached through conversation analysis. The transcription symbols used in this chapter are based on conventions developed by the GREIP group (see Moore & Llompart, this volume) and are included in the annex. [A Catalan version of this chapter is also included in the book. For the complete volume, "Qualitative Approaches to Research on Plurilingual Education," see ED573580.]

A serious reflection on the grievous scandal of profane language in conversation. 1745.. Digitized from IA40313516-30 . Previous issue: bim_eighteenth-century_an-exercise-against-lyin_1764 . Next issue: bim_eighteenth-century_an-elegy-on-the-death-o_knight-titus_1759 .

This research aims to identify the types of interference and factor of interference. The object of this research is the daily conversations of the students at a University in Indonesia. The research focused on English interference that occurs in Javanese Language and Indonesian Language in everyday conversation. Data is obtained by observation attentively method and participatory observation techniques. The data is analyzed by the equivalent technique. It is described in a basic technique by translational competence-in-dividing. The determinant tools are other languages namely Indonesian and Javanese. The results of the data analysis are presented in an informal method. The results of the study showed that the interference found in the daily conversation of students. It occurred in the types of morphology and lexicology. In the type of morphology, interference occurs in the use of Javanese and Indonesian language patterns in its formation. As for the type of lexicology, interference is caused by the use of English vocabulary used in Indonesian and Javanese. The factor of emergence of interference is caused by language contact, the term from the influence of technological progress, and the prestige of the source language and language style. The influence of technological progress is the most impacting factor.

The realization that the areas of second language and mathematics education share some common features and that educators in these fields may profit by an exposure to research and practice in both fields motivated the production of this paper. From an introduction to the literature, parallels in the history of the two disciplines were recognized: in mathematics, movements emphasizing problem-solving and critical thinking, and in second-language education, the reconceiving of language as a tool for communication and for the making of meaning. This paper focuses on several contributions from theory, research, and practice in second language instruction, showing their relevance to mathematics education. Most of the paper analyzes three methods developed to teach second languages: (1) delayed oral production; (2) the silent way; and (3) counseling-learning/community language learning. The characteristics and principles of each method are discussed along with their implications for mathematics instruction. Also, an illustration of how the same pedagogical principles can be applied to the teaching of a mathematic topic is included. The discussion of this paper is presented in the form of a dialogue with the words of the mathematics educator appearing in Roman type and the second-language educator writing in italics. (RT)

The realization that the areas of second language and mathematics education share some common features and that educators in these fields may profit by an exposure to research and practice in both fields motivated the production of this paper. From an introduction to the literature, parallels in the history of the two disciplines were recognized: in mathematics, movements emphasizing problem-solving and critical thinking, and in second-language education, the reconceiving of language as a tool for communication and for the making of meaning. This paper focuses on several contributions from theory, research, and practice in second language instruction, showing their relevance to mathematics education. Most of the paper analyzes three methods developed to teach second languages: (1) delayed oral production; (2) the silent way; and (3) counseling-learning/community language learning. The characteristics and principles of each method are discussed along with their implications for mathematics instruction. Also, an illustration of how the same pedagogical principles can be applied to the teaching of a mathematic topic is included. The discussion of this paper is presented in the form of a dialogue with the words of the mathematics educator appearing in Roman type and the second-language educator writing in italics. (RT)

The realization that the areas of second language and mathematics education share some common features and that educators in these fields may profit by an exposure to research and practice in both fields motivated the production of this paper. From an introduction to the literature, parallels in the history of the two disciplines were recognized: in mathematics, movements emphasizing problem-solving and critical thinking, and in second-language education, the reconceiving of language as a tool for communication and for the making of meaning. This paper focuses on several contributions from theory, research, and practice in second language instruction, showing their relevance to mathematics education. Most of the paper analyzes three methods developed to teach second languages: (1) delayed oral production; (2) the silent way; and (3) counseling-learning/community language learning. The characteristics and principles of each method are discussed along with their implications for mathematics instruction. Also, an illustration of how the same pedagogical principles can be applied to the teaching of a mathematic topic is included. The discussion of this paper is presented in the form of a dialogue with the words of the mathematics educator appearing in Roman type and the second-language educator writing in italics. (RT)

The realization that the areas of second language and mathematics education share some common features and that educators in these fields may profit by an exposure to research and practice in both fields motivated the production of this paper. From an introduction to the literature, parallels in the history of the two disciplines were recognized: in mathematics, movements emphasizing problem-solving and critical thinking, and in second-language education, the reconceiving of language as a tool for communication and for the making of meaning. This paper focuses on several contributions from theory, research, and practice in second language instruction, showing their relevance to mathematics education. Most of the paper analyzes three methods developed to teach second languages: (1) delayed oral production; (2) the silent way; and (3) counseling-learning/community language learning. The characteristics and principles of each method are discussed along with their implications for mathematics instruction. Also, an illustration of how the same pedagogical principles can be applied to the teaching of a mathematic topic is included. The discussion of this paper is presented in the form of a dialogue with the words of the mathematics educator appearing in Roman type and the second-language educator writing in italics. (RT)

Global education is the backbone of balanced teaching. This is also applicable in the second language teaching domain where its application could result in enhancing global awareness and the linguistic competence of learners. It is, however, important to consider the platform of teaching English to speakers of other languages where the participant's content as well as task plays an important role in enhancing the learning curve. With the above as a theoretical background, this study puts global issues into practice within the content of a syllabus of English language teaching in an intermediate, multilingual and multi- cultural conversation class at the Institute Of Language Studies (IOLS), India, producing competent students. The effect of integrated global education in teaching English as a second language has been qualitatively evaluated throughout the course of the experiment. Global education issues are investigated, amalgamating the content-based and task-based language teaching methods as offshoots of the communicative approach. At the same time, the learners were also encouraged to think critically. After the instruction of the intended syllabus, participants basically showed a higher degree of awareness of global issues and the ability to analyze problems and apply critical thinking in their environment. They were also more effective and coherent in their class participation than in other classes.

Added t.-p. in Italian: Nuova grammatica italiana ..

Book digitized by Google from the library of the New York Public Library and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

Conversation with Dr. Peter Roberts, Professor of Creole Linguistics, University of the West Indies (UWI) at Cave Hill, Barbados; and author of The Roots of Caribbean Identity: Language, Ethnicity and Ecology. Winner of the Gordon K. and Sybil Lewis Memorial Award for Caribbean Scholarship 2009. Dr. Peter Roberts Dr. Alma Simounet Dr. Nicholas Faraclas Dr. Mervyn Alleyne Dr. Maria C. Rodriguez Dr. Jalil Sued Badillo Dr. Lowell Fiet October 1, 2009. Conferencias Caribeñas Auspiciado por el Instituto de Estudios del Caribe, la Oficina del Decanato de Ciencias Sociales, Departamento de Ingles, Facultad de Humanidades y la Biblioteca Regional del Caribe, Universidad de Puerto Rico - Rio Piedras (UPR-RP).

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

xvi, [4], 443, [1] p. 19 cm