Results by title
128 books match the query 'Language and languages' and 11 start with a
A Casebook for Second Language Teacher Education
Reflecting on the Language ClassroomAmy B. Gooden and Maria N. Zlateva
University of Michigan Press, 2018
The cases represent a range of classroom contexts: K–12 ESL/sheltered English immersion, modern foreign language, and post-secondary EAP; private, charter, and public schools; and urban and suburban settings. The book is ideally suited to College/School of Education and MA TESOL courses but will also be useful in professional development workshops for all types of language teachers.
A Dictionary of Language
David Crystal
University of Chicago Press, 2001
A Natural History of Negation
Laurence R. Horn
CSLI, 1989
Adam Smith
The Rhetoric of ProprietyStephen J. McKenna
Southern Illinois University Press, 2006
Algebraic Semantics in Language and Philosophy
Godehard Link
CSLI, 1997
Articulating Difference
Sex and Language in the German Nineteenth CenturySophie Salvo
University of Chicago Press, 2024
Drawing on a wide range of texts, from understudied ethnographic and scientific works to canonical literature and philosophy, Sophie Salvo uncovers the prehistory of the inextricability of gender and language. Taking German discourses on language as her focus, she argues that we are not the inventors but, rather, the inheritors and adapters of the notion that gender and language are interrelated. Particularly during the long nineteenth century, ideas about sexual differences shaped how language was understood, classified, and analyzed. As Salvo explains, philosophers asserted the patriarchal origins of language, linguists investigated “women’s languages” and grammatical gender, and literary Modernists imagined “feminine” sign systems, and in doing so they not only deemed sex-based divisions to be necessary categories of language but also produced a plethora of gendered tropes and fictions, which they used both to support their claims and delimit their disciplines.
Articulating Difference charts new territory, revealing how gendered conceptions of language make possible the misogynistic logic of exclusion that underlies arguments claiming, for example, that women cannot be great orators or writers. While Salvo focuses on how male scholars aligned language study with masculinity, she also uncovers how women responded, highlighting the contributions of understudied nineteenth-century works on language that women wrote even as they were excluded from academic opportunities.
Assessing English Language Learners in the Content Areas
A Research-into-Practice Guide for EducatorsFlorin M. Mihai
University of Michigan Press, 2010
Assessing English Language Learners in the Content Areas: A Research-into-Practice Guide for Educators seeks to provide guidance to classroom teachers, staff developers, and test-item designers who want to improve ELL assessment outcomes, particularly in the areas of math, science and social studies. The first two chapters of the book establish the background for the discussion of content-area assessment for ELLs, examining several important characteristics of this rapidly growing student population (as well as critical legislation affecting ELLs) and providing a description of various forms of assessment, including how ELL assessment is different from the assessment of English-proficient students. Important assessment principles that educators should use in their evaluation of tests or other forms of measurement are provided.
Other chapters review ELL test accommodations nationwide (because, surprisingly, most teachers do not know what they can and cannot allow) and the research on the effectiveness of these types of accommodations. The book analyzes the characteristics of alternative assessment; it discusses three popular alternative assessment instruments (performance assessment, curriculum-based measurement, and portfolios) and makes recommendations as to how to increase the validity, reliability, and practicality of alternative assessments. The book proposes fundamental assessment practices to help content area teachers in their evaluation of their ELL progress.
Assessing English Learners in the Content Areas, Second Edition
A Research-into-Practice Guide for EducatorsFlorin M. Mihai
University of Michigan Press, 2017
Significant modifications in education legislation since the publication of the first edition have necessitated this new volume, which includes updated EL demographics as they relate to the Common Core Standards and Every Student Succeeds Act and revised state-by-state test accommodation information. New to this edition is information about the assessment of language arts (in addition to math, science, and social studies). The Second Edition also features new research-based recommendations for large-scale and classroom-based assessments.
Like the previous edition, the first two chapters of the book establish the background for the discussion of content-area assessment for ELs, examining several important characteristics of this rapidly growing student population and providing a description of various forms of assessment, including how EL assessment is different from the assessment of English-proficient students. Important assessment principles that educators should use in their evaluation of tests or other forms of measurement are provided.
Other chapters review EL test accommodations nationwide (because, surprisingly, most teachers do not know what they can and cannot allow) and the research on the effectiveness of these types of accommodations. The book analyzes the characteristics of alternative assessment and makes recommendations as to how to increase the validity, reliability, and practicality of alternative assessments. The book proposes fundamental assessment practices to help content area teachers in their evaluation of their students’ progress. Two extensive appendixes outline TESOL Proficiency Standards and academic vocabulary for the content areas.
Assessment in the Second Language Writing Classroom
Deborah Crusan
University of Michigan Press, 2010
Assessment in the Second Language Writing Classroom is a teacher and prospective teacher-friendly book, uncomplicated by the language of statistics. The book is for those who teach and assess second language writing in several different contexts: the IEP, the developmental writing classroom, and the sheltered composition classroom. In addition, teachers who experience a mixed population or teach cross-cultural composition will find the book a valuable resource. Other books have thoroughly covered the theoretical aspects of writing assessment, but none have focused as heavily as this book does on pragmatic classroom aspects of writing assessment. Further, no book to date has included an in-depth examination of the machine scoring of writing and its effects on second language writers.
Crusan not only makes a compelling case for becoming knowledgeable about L2 writing assessment but offers the means to do so. Her highly accessible, thought-provoking presentation of the conceptual and practical dimensions of writing assessment, both for the classroom and on a larger scale, promises to engage readers who have previously found the technical detail of other works on assessment off-putting, as well as those who have had no previous exposure to the study of assessment at all.
Authentic Materials Myths
Applying Second Language Research to Classroom TeachingEve Zyzik and Charlene Polio
University of Michigan Press, 2017
The myths examined in this book are:
- Authentic texts are inaccessible to beginners.
- Authentic texts cannot be used to teach grammar.
- Shorter texts are more beneficial for language learners.
- Activating background knowledge or making a word list is sufficient to prepare students for authentic texts.
- Authentic texts can be used to teach only listening and reading.
- Modifying or simplifying authentic texts always helps language learners.
- For learners to benefit from using authentic texts, the associated tasks must also be authentic.
Averroes' Middle Commentaries on Aristotles Categories and De Interpretatione
St. Augustine's Press, 1998