A SCHOLARLY BOOK REPOSITORY31 start with D start with D
Dari is the most used language in Afghanistan; all official documents are written in it. This textbook, designed to cover one year of instruction, offers beginning learners a communicative approach to the Dari language that develops the four language skills—speaking, listening, reading, and writing—through culturally relevant activities. The book is accompanied by extensive authentic materials, including audio and videos recorded in Afghanistan (available on the Press website), to help learners perform tasks and functions in both colloquial and standard forms. Grammar and vocabulary in each thematic lesson are chosen carefully to help learners perform these tasks and functions at an elementary level and beyond.
Dari: An Elementary Textbook prepares learners to perform at level 1+ or 2 on the ILR scale and at the novice high/intermediate low level on the ACTFL scale. Special notes are included for people with experience in Persian to help them learn Dari more efficiently. It is the fifth elementary level textbook published in partnership with the Center for Languages of the Central Asian Region (CeLCAR), following Pashto, Tajiki, Uzbek, and Uyghur.
Dari: An Intermediate Textbook, designed to cover one year of instruction, offers beginning learners a communicative approach to learning Dari in a cultural context
Suitable for students and professionals alike, Dari: An Intermediate Textbook offers a thematically-organized approach to learning the Dari language with task-oriented, communicative activities that develop the four primary language skills—speaking, listening, reading, and writing. Incorporating the latest innovations in foreign language teaching and pedagogy, this textbook enhances learners’ ability to communicate successfully with Dari speakers and more fully engage with a rich and vibrant culture. Dari: An Intermediate Textbook prepares learners to perform at level 2 or 2+ on the ILR scale and at the Intermediate High to Advanced Low levels on the ACTFL scale.
Features include:-Videos filmed in the different regions of Afghanistan and audio by native speakers (available to stream for free on the Press website)-Abundant cultural notes on Afghan society, customs, and nonverbal aspects of communication, such as body language and gestures-A functional approach to grammar with explanations presented in both written and spoken contexts to facilitate practice in both modalities-Additional notes for people with experience in Persian to help them learn Dari more efficiently-Chapter themes that facilitate understanding of Afghan daily life and culture
This comprehensive reference grammar of the different types of Spanish coordination and subordination includes numerous examples and exercises.
Along with volume coeditors Robert Adam, Christopher Stone, and Steven D. Collins, contributors include Markus Aro, Karen Bontempo, Juan Carlos Druetta, Senan Dunne, Eileen Forestal, Della Goswell, Juli af Klintberg, Patricia Levitzke-Gray, Jemina Napier, Brenda Nicodemus, Debra Russell, Stephanie Sforza, Marty Taylor, and Linda Warby. The scope of their research spans the world, including many unique facets of interpreting by deaf people in Argentina, Australia, Canada, England, Finland, Ireland, Sweden, and the United States, establishing this work as the standard in this burgeoning discipline.
In each chapter, an ELT advocate describes the need for their project, the steps they took, the challenges they faced in their particular context, the parameters they needed to work within, and how they worked within these constraints to achieve their goals. These stories offer insight into classroom and school focused efforts as well as social projects, and touch upon contexts in which educators may feel that they cannot engage in overt advocacy movements. With chapters focused on Africa, East Asia, the Middle East, and Latin America, the volume contributors identify patterns based on what has worked well transculturally and in sociopolitically constrained contexts to develop effective principles and practices. By bringing many different advocacy efforts and the latest advocacy research together, Decentering Advocacy in English Language Teaching identifies recognizable standards that can take the onus off of individual advocates to reinvent the wheel.
Despite a pronounced shift away from Eurocentrism in Spanish and Hispanic studies departments in US universities, many implicit and explicit vestiges of coloniality remain firmly in place. While certain national and linguistic expressions are privileged, others are silenced with predictable racial and gendered results. Decolonizing American Spanish challenges not only the hegemony of Spain and its colonial pedagogies, but also the characterization of Spanish as a foreign language in the United States. By foregrounding Latin American cultures and local varieties of Spanish and reconceptualizing the foreign as domestic, Jeffrey Herlihy-Mera works to create new conceptual maps, revise inherited ones, and institutionalize marginalized and silenced voices and their stories. Considering the University of Puerto Rico as a point of context, this book brings attention to how translingual solidarity and education, a commitment to social transformation, and the engagement of student voices in their own languages can reinvent colonized education.
A Descriptive Grammar of Nepali uses the theoretical framework developed by K.L. Pike.
Through grounded case studies of multilingual technical communication projects in the US, Mexico, and Nepal, Laura Gonzales illustrates the multiple tensions at play in transnational research and demonstrates how technical communicators can leverage contemporary translation practices and methodologies to engage in research with multilingual communities that is justice-driven, participatory, and reciprocal.
Designing Multilingual Experiences in Technical Communication is of value to researchers and students across fields who are interested in designing projects alongside multilingual communities from historically marginalized backgrounds.
This text has been structured around the six critical elements of the ACRL Framework for Information Literacy in Higher Education, contextualizing these elements by fitting them into the research and writing process. The book focuses on providing students with the critical-thinking and problem-solving skills needed to: (1) identify the conversation that exists around a topic, (2) clarify their own perspective on that topic, and (3) efficiently and effectively read and evaluate what others have said that can inform their perspective and research. The critical-thinking and problem-solving skills practiced here are good preparation for what students will encounter in their academic and professional lives.
As an experienced writing instructor, the author has evaluated the final written products of hundreds of students who were trained through one-shot workshops and first-year introductory courses. She has applied that knowledge to create the tasks in this book so that students have the skills to successfully find, evaluate, and use sources and then produce a paper that incorporates valid research responsibly and effectively.
Developmental Programming for Infants and Young Children: Volume 1 provides detailed instructions for the use of Volume 2: Early Intervention Developmental Profile, including administration and evaluation techniques, scoring and interpretation of results, validity and reliability of findings, and complete item descriptions. To be used with children functioning in the 0-to-36-month developmental age range. Volume 1 includes the scoring sheet (Volume 2).
Developmental Programming for Infants and Young ChildrenIn Five Volumes
Developmental Programming for Infants and Young Children has proven to be an invaluable tool for teachers, therapists, and other professionals who assess and facilitate the development of children functioning primarily in the 0-to-60 month range. The authors address six areas of development: perceptual/fine motor, cognition, language, social/emotional, self-care, and gross motor. Volumes 1, 2, and 3 are designed for use with children functioning in the 0-to-36-month developmental age range, while Volumes 4 and 5 extend assessment and programming guidelines to 5-year (preschool) levels.
Carefully designed and tested by the University of Michigan's Institute for the Study of Mental Retardation and Related Disabilities, all volumes bridge the gap between assessment and program implementation.
Developmental Programming for Infants and Young Children: Volume 3 provides a reservoir of ideas for carrying out planned program objectives. Each developmental area contains sequenced develop mental behaviors that would be expected in a normal child, with adaptations for specific handicapping conditions noted. This volume describes ways to handle, stimulate, and interact with a young child functioning in the developmental age range 0-to-36 months. It can be used by parents for at-home activities.
This volume is available as a set in combination with Volumes 1 and 2.
Developmental Programming for Infants and Young ChildrenIn Five Volumes
Developmental Programming for Infants and Young Children has proven to be an invaluable tool for teachers, therapists, and other professionals who assess and facilitate the development of children functioning primarily in the 0-to-60 month range. The authors address six areas of development: perceptual/fine motor, cognition, language, social/emotional, self-care, and gross motor. Volumes 1, 2, and 3 are designed for use with children functioning in the 0-to-36-month developmental age range, while Volumes 4 and 5 extend assessment and programming guidelines to 5-year (preschool) levels.
Carefully designed and tested by the University of Michigan's Institute for the Study of Mental Retardation and Related Disabilities, all volumes bridge the gap between assessment and program implementation.
One of the most challenging—and entertaining—aspects of learning another language is the idiom. Those quirky phrases, steeped in metaphor and colorful cultural references, enliven conversation and make your cross-cultural communication familiar, fun, and meaningful. ¡Dichos! (Sayings) brings us a vibrant compendium of both age-old and brand-new expressions from across Latin America, compiled by the language enthusiast whose Breaking Out of Beginner’s Spanish transformed thousands of readers’ interactions with the Spanish language.
¡Dichos! is divided into thematic sections covering topics ranging from games and relaxation to politics, macho men, and Mondays. Spanish speakers can also use the book to identify the spot-on/best slangy English equivalent for a Spanish-language idiom. Packed with gems like La barba me huele a tigre, y yo mismo me tengo miedo (My beard smells of tiger, and I’m even afraid of myself) and Para todo mal, mezcal; para todo bien, también (For everything bad, mezcal; for everything good, likewise), this book is the ultimate tool for taking your language skills to the next level as you navigate nuance with humor and linguistic agility.
One of the most challenging—and entertaining—aspects of learning another language is the idiom. Those quirky phrases, steeped in metaphor and colorful cultural references, enliven conversation and make your cross-cultural communication familiar, fun, and meaningful. ¡Dichos! (Sayings) brings us a vibrant compendium of both age-old and brand-new expressions from across Latin America, compiled by the language enthusiast whose Breaking Out of Beginner’s Spanish transformed thousands of readers’ interactions with the Spanish language.
¡Dichos! is divided into thematic sections covering topics ranging from games and relaxation to politics, macho men, and Mondays. Spanish speakers can also use the book to identify the spot-on/best slangy English equivalent for a Spanish-language idiom. Packed with gems like La barba me huele a tigre, y yo mismo me tengo miedo (My beard smells of tiger, and I’m even afraid of myself) and Para todo mal, mezcal; para todo bien, también (For everything bad, mezcal; for everything good, likewise), this book is the ultimate tool for taking your language skills to the next level as you navigate nuance with humor and linguistic agility.
Originally offered in two separate volumes, A Dictionary of Iraqi Arabic, a staple of Georgetown University Press's world-renowned Arabic language program, now handily provides both the English to Arabic and Arabic to English texts in one volume. Designed for an English speaker learning Arabic, this is a key reference for anyone learning the colloquial speech of Iraq as spoken by educated people in Baghdad. Using romanized transliteration and transcription rather than the Arabic alphabet, it is further enhanced in most cases by having sentences to illustrate how individual word entries are used in context, reinforcing the user's acquisition of colloquial Iraqi.
This classic volume presents the core vocabulary of everyday life in Morocco—from the kitchen to the mosque, from the hardware store to the natural world of plants and animals. It contains myriad examples of usage, including formulaic phrases and idiomatic expressions. Understandable throughout the nation, it is based primarily on the standard dialect of Moroccans from the cities of Fez, Rabat, and Casablanca. All Arabic citations are in an English transcription, making it invaluable to English-speaking non-Arabists, travelers, and tourists—as well as being an important resource tool for students and scholars in the Arabic language-learning field.
Ruben Cobos spent a decade working on the revised and expanded edition of the dictionary, published in 2003. The Dictionary of New Mexico and Southern Colorado Spanish has assumed its place as the most authoritative reference on the archaic dialect of Spanish spoken in this region.
A Dictionary of Syrian Arabic provides Syrian terms for the language spoken in everyday life by Muslims primarily in Damascus, but understandable throughout Syria as well as in the broader linguistic areas of present-day Lebanon, Jordan, and among the Palestinians and the Arabic-speaking population of Israel. Entries include examples, idioms, and common phrases to illustrate usage. The Arabic terms are presented in transcription. It is useful for students of Arabic, scholars wishing to train in the Syrian dialect, and visitors and travelers to Syria and other nations where the dialect is spoken. A thorough introduction outlines the sociolinguistic situation in Syria and covers phonology, morphology, syntax, grammar, and vocabulary. Alongside the other Arabic language-learning and reference works published by Georgetown University Press, this dictionary is yet another invaluable volume on spoken Arabic, belonging at the side of travelers and scholars, and on the shelves of research and reference libraries.
The Alabama language, a member of the Muskogean language family, is spoken today by the several hundred inhabitants of the Alabama-Coushatta Indian Reservation in Polk County, Texas. This dictionary of Alabama was begun over fifty years ago by tribe member Cora Sylestine. She was aided after 1980 by linguists Heather K. Hardy and Timothy Montler, who completed work on the dictionary after her death.
This state-of-the-art analytical dictionary contains over 8,000 entries of roots, stems, and compounds in the Alabama-English section. Each entry contains precise definitions, full grammatical analyses, agreement and other part-of-speech classifications, variant pronunciations, example sentences, and extensive cross-references to stem entries. The Alabama-English section is followed by a thorough English-Alabama finder list that functions as a full index to the definitions in the Alabama-English section.
The Maya language of Yucatan is known as Yucate by linguists, but its speakers refer to it as May. Dialiectical differences are minimal across the peninsula, and the more than 750,000 speakers of Maya can be understood wherever they go. Moreover, it is not only a living language but is of great use to epigraphers working on ancient Maya glyphs.
This dictionary is the culmination of fourteen years’ labor centering on the town and dialect of Hocaba. Whereas other dictionaries of may use Latin paradigms, this is the first to provide a comprehensive, systematic listing of the stems that can be derived from each root and that give Maya its distinctive character. The entries cover the full range of Maya speech, from simple expressions and idioms to compound stems. Maya sample sentences provide a window into the richness of everyday communication, with its mixture of wit, epithets, insults, riddles, aphorisms, and exchanges of information, including a wonderful assortment of metaphorical expressions like "peccary’s eyelashes" for a type of bean, "the end of the road" for marriage, and a verb meaning "to draw breath with puckered mouth after eating chili." Among the cultural domains encompassed by the dictionary are agriculture, architecture, astronomy, culinary practices and recipes, education, folklore, games, humor, medical prescriptions, ritual, toys, and weaving, many of which have roots in the Precolumbian past. In addition to the dictionary entries, this work also contains a short grammar, a botanical index, and bibliography.
One of the keys to learning the Turkish language is to understand the importance and function of the verb. The stem of the verb, together with various suffixes of mode, tense, person, along with a subject and/or object, may be the equivalent of an entire English sentence. A Dictionary of Turkish Verbs is an aid to both the beginning and more advanced student of the language by providing approximately 1,000 verbs in context as they appear in up-to-date colloquial Turkish phrases and sentences, or short dialogues in translation.
Contrasting English and Turkish ways of expression, this multipurpose dictionary also helps the English speaker avoid the most common errors—with most verbs cross-referenced to related verbs, synonyms, or antonyms, and to the broader themes or categories of meaning to which they belong. Includes an English-Turkish index and a thesaurus section (using Roget's categories) where verbs of related meaning appear together and a short reference list of verb-forming suffixes. For students at any stage of learning the Turkish language, or for the self-motivated traveler, this unique dictionary will help open the door to greater understanding in an increasingly important area of the world.
As issues of linguistic and rhetorical expression of disciplinary conventions are becoming more central to teachers, students, and researchers, the careful analysis and straightforward style of Disciplinary Discourses make it a remarkable asset.
The Michigan Classics Edition features a new preface by the author and a new foreword by John M. Swales.
This textbook relies heavily on the Brazil model; chapters are organized around different parts of that model and how they can be most effectively taught. Readers will learn the conventions underlying, for example, how we group words in prosodic units, how we understand turn-taking cues in conversation, and how we assess whether someone is feeling angry or sad.
This text features Check Your Learning sections, discussion questions, and hands-on activities at the end of every chapter. Chapters 3-9 also include a section on pedagogical implications. Some of the example sentences that illustrate intonation have accompanying short audio (MP3) files, which can be found online at www.press.umich.edu/elt/compsite/DI.
This comprehensive introduction to Romanian for English-speaking students emphasizes communication with a complete treatment of grammar, an extensive vocabulary, and a focus on the four major language skills—listening, speaking, reading, and writing. Cultural information, an integral part of the textbook, is presented both formally, in sections on culture and civilization, and informally, as the setting for dialogues and exercises. Tables of verb conjugations and a glossary round out the book's primary materials.
Straightforward and accessible, Discover Romanian is an essential textbook for all those teaching and learning the language and provides important information for those seeking to understand Romanian culture.
This two-CD set is designed to accompany Discovering Albanian 1 Textbook. Featuring the voices of native speakers, the CDs include all of the dialogs, readings, and vocabulary in the textbook.
Approximately five million people worldwide speak Albanian. The opening of Albania in the 1990s to broader trading and diplomatic relations with other nations has created a need for better knowledge of the language and culture of this country. This book teaches the student to communicate in everyday situations in the language, with each chapter introducing a new situational context. Students learn to discuss work, vacations, health, and entertainment. Students also learn to practice basic skills such as shopping, ordering tickets, and renting an apartment. Upon completing this textbook, students will be at the A2/B1 level of proficiency on the scale provided by the Common European Framework of Reference for Languages (CEFR).
The textbook includes:
• eighteen lessons based on real-life situations, including three review lessons
• dialogues to help introduce vocabulary and grammatical structures
• comprehension questions and exercises
• related readings at the end of each chapter
• full translations for all examples discussed in grammar sections
• a series of appendixes with numerous charts summarizing main classes of nouns, adjectives, and verbs
• an appendix with the solutions to most of the exercises in the book
• a glossary with all the words in the dialogs and readings.
A companion workbook offers a rich variety of graded practice exercises in grammar and vocabulary. A key to all the exercises is included at the end of the workbook.
This volume is a sequel to Casanave’s popular Before the Dissertation. Like that volume, this book is designed as a companion for doctoral dissertation writers of qualitative or mixed methods work in fields related to language education. It could also benefit those writing master’s theses and those writing in other social science fields. It is meant to be consulted once the writing has begun—once students have settled on a topic, designed the project, or collected the data—because this is the time when they are analyzing, drafting, revising, polishing, and probably fretting, deleting, reconstructing, and even losing sleep. Also, like its predecessor, it is not designed to teach anyone how to write a dissertation as there are plenty of those available elsewhere.
For most doctoral students, writing will happen at different stages of the project. Strategies for timing of these kinds of writing differ across students, and also across supervisors and advisers. If dissertation writers do not know by the time they start writing which strategies and issues pertain to them, this book can help them craft some approaches to suit their own personalities, preferred practices, and individual goals and visions, as well as help them figure out how dissertation writing might fit into the real-life intrusions of work and family.
Issues covered in the book are: starting to write, envisioning the project as a whole, relationships with supervisors, perfectionism and other maladies, health, low- and high-IQ days, loneliness and isolation, distractions and interruptions, revising, and knowing when to stop.
Dutch is Beautiful tells the story of the fifty years of Dutch and Flemish Studies at the University of Michigan in Ann Arbor, Michigan, USA. It is an account of the efforts to promote Dutch and Flemish culture and language, as well as a description of how the teaching of Dutch language, literature, history and culture can be a tool to look at a world of diverse identities. It also offers a comprehensive overview of the beginnings of a successful program that included Dutch writers-in-residence, visiting Netherlands professors, cultural and educational events, arts, music, films, conferences and publications. Several alumni of the program look back at their college years with appreciation. Articles and essays on history, Anne Frank, and conversations on colonialism discuss critical and educational views on Dutch and Flemish Studies in past, present and future, when diversity, equity and inclusion are important goals and objectives, and public scholarship and academic activism will be a larger part of the curriculum. This book will inform, entertain, stimulate and impress everyone who is interested in the culture of the Low Countries. The title says it all!
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