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Clear Grammaris a four-level grammar series that features a unique combination of useful grammar information written in clear language with activities that promote more accurate and fluent vocabulary usage, writing, speaking, and reading.

Important features of all four new editions of Clear Grammarinclude:

• More user-friendly charts to accompany grammar explanations
• High-frequency, corpus-based vocabulary related to each grammar point
• Grammar discovery tasks using students’ inductive learning skills
• A greater variety and  increased number of activities, including more practice online
• Many more activities at the longer discourse level
• The addition of reading practice at the end of the unit, as well a critical-reading task
• More writing practice, including one on editing student writing and another for original student writing
• Two vocabulary practice activities, including a focus on collocations, in each unit, as well as many one-minute mini lessons showing the connection between grammar and vocabulary
• More speaking practice, with activities  that require students to speak and listen to each other while using the target grammar

Support for teachers in the form of indicators that reference how to teach the grammar points in the Clear Grammar series from Keys to Teaching Grammar for English Language Learners by Keith S. Folse (978-0-472-03220-4).
 
 Clear Grammar 2offers students and teachers a solid introduction to low-intermediate grammar. 
Clear Grammar 2, 2nd Ed., includes

* Articles

* Past tense of irregular verbs 

* Present perfect tense 

* Adverbs of frequency 

* Nouns used as adjectives

* Object pronouns

* Past progressive tense

* One and Other

* Possessives
 *Comparatives and superlatives
 *Modals

The book's companion website includes the additional grammar/vocabulary activities that are referenced in the textbook.

The Comanche Vocabulary collected in Mexico during the years 1861-1864 by Manuel García Rejón is by far the most extensive Comanche word list compiled before the establishment of the Kiowa-Comanche-Apache Reservation in 1867. It preserves words and concepts that have since changed or even disappeared from the language, thus offering a unique historical window on earlier Comanche culture.

This translation adds the English equivalents to the original Spanish-Comanche list of 857 words, as well as a Comanche-English vocabulary and comparisons with later Comanche word lists. Daniel J. Gelo's introduction discusses the circumstances in which García Rejón gathered his material and annotates significant aspects of the vocabulary in light of current knowledge of Comanche language and culture. The book also includes information on pictography, preserving a rare sample of Comanche scapula drawing.

This information will help scholars understand the processes of language evolution and cultural change that occurred among all Native American peoples following European contact. The Comanche Vocabulary will also hold great interest for the large public fascinated by this once-dominant tribe.

Now in its 4th edition, the Commentary for Academic Writing for Graduate Students remains an important companion text. Useful for instructors as well as students and scholars using Academic Writing for Graduate Students for self-study, the Commentary includes a synopsis of what each unit attempts to achieve, further discussion of certain points, and sample responses to the more controlled tasks. Many of the responses or model texts come directly from class discussion or from submitted homework, which students generously offered for inclusion. In response to numerous requests, the authors have expanded the number of teaching suggestions included at the end of each unit for this edition.

The first thorough commentary on the Old Greek and Peshitta of Isaiah

Ronald L. Troxel’s new textual commentary on Isaiah focuses on the book’s Greek and Syriac translations and seeks to recover, as much as possible, the Hebrew texts on which these early translations relied. Troxel treats the Greek and Syriac together in order to present a detailed analysis of their relationship, devoting particular attention to whether the Syriac was directly or indirectly influenced by the Greek. This comparison sheds light on both the shared and distinct approaches that the translators took in rendering lexemes, phrases, verses, and even passages. In addition Troxel presents observations about the literary structures the translators created that differ from those implicit in their source texts (as we understand them), to produce coherent discourse in the target language.

Features:

• Textual commentary on the life of the text of Isaiah 1–25
• Use of the Dead Sea Scrolls to shed light on particular issues
• Detailed comparison of the Masoretic Text, the Old Greek, and the Peshitta

The most up-to-date resource for those interested in the linguistic and cultural heritage of the Anishinaabe, A Concise Dictionary of Minnesota Ojibwe contains more than 7,000 of the most frequently used Ojibwe words. Presented in Ojibwe-English and English-Ojibwe sections, this dictionary spells words to reflect their actual pronunciation with a direct match between the letters used and the speech sounds of Ojibwe. It contains many ancient words and meanings as well as language added in the twentieth century.

This book introduces readers to the concept of Content-Based Instruction (CBI) through a brief history and countless examples of the many ways this approach can be applied across settings and programs. Whether readers want to deepen their understanding of CBI or get ideas for their own teaching situation, this book provides an overview of CBI and the process of implementing it. The book discusses the three prototype models (theme-based, sheltered, and adjunct), new models (sustained content language teaching, content and language-integrated learning, English-medium instruction, adjunct models, and other hybrid models), and a research-based rationale for using CBI in the classroom. Each section includes reflection questions designed to guide readers to consider how best to implement CBI in their course and program.

Speaking activities are where language comes alive, and where teachers face the constant question of whether to correct errors on the spot or let communication flow. Correct too much and learners may shut down; correct too little and persistent errors can fossilize. Taking this everyday dilemma seriously, this book explains what research actually shows about correcting spoken errors, why timing and feedback type matter, and how learner factors like anxiety and attention shape what students take in. Most importantly, the book helps teachers make practical, confident choices about oral corrective feedback without turning interaction into interruption.

Extending beyond a grammar-dominant focus, Ergül addresses pragmatics and discourse intonation as consequential but often neglected correction targets, and frames pronunciation feedback around intelligibility and functional load rather than native-likeness. The book also examines technology-mediated corrective feedback (including synchronous computer-mediated communication, speech visualization, and AI-based tools) as options that can expand feedback opportunities when aligned with instructional goals. With concrete classroom guidance, reproducible student handouts, and reflection tools, Corrective Feedback for Oral Language Errors supports teachers who want learners to speak more, speak more accurately, and build long-term confidence.