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A concise study of a large number of examples of pluses and minus providing insight into translation from Hebrew to Greek

Van der Vorm-Croughs focuses this translation study on the processes leading to pluses and minuses including linguistic and stylistic aspects (i.e., cases in which elements have been added or omitted for the sake of a proper use of the Greek language), literary aspects (additions and omissions meant to embellish the Greek text), translation technical aspects (e.g., the avoidance of redundancy), and contextual and intertextual exegesis and harmonization. This work also covers the relation between the Greek Isaiah and its possible Hebrew Vorlage to try to determine which pluses and minuses may have been the result of the translator’s use of a different Hebrew text.

Features:

• Eleven categories for the pluses and minuses of the Greek Isaiah
• Examination of translation techniques and translator errors
• Use of Joseph Ziegler’s critical edition

When The Other Tongue appeared in 1982, it was called "required reading for all those concerned with English teaching in non-native situations, from the classroom teacher to the policy planner", Jowhn Platt, English World-Wide) and "an extremely useful and stimulating collection" (William C. Ritchie, Language). It introduced refreshingly new perspectives for understanding the spread and functions of English around the world.

This dramatically revised volume contains eight new chapters, replacing or updating more than half of the first edition. The Other Tongue is the first attempt to integrate and address provocative issues relevant to a deeper understanding of the forms and functions of English within different sociolinguistic, cross-cultural, and cross-linguistic contexts. The volume discusses linguistic, literary, pedagogical, and attitudinal issues related to world Englishes.

Explore the groundwork for a new commentary series from SBL Press

This book contains verse by verse commentary on selections from the Greek text of the Hebrew Bible known as the Septuagint. Each chapter is from a different bible book, for which there will eventually be a full commentary published in the Society of Biblical Literature Commentary on the Septuagint. The commentary series focuses on the actual process of translation, so its authors try to describe and explain the kinds of decisions the ancient Alexandrian translators made about how to render Hebrew into Greek.

Features

• Translations from and commentary on Genesis, Exodus, Leviticus, Numbers, Esther, Job, and Psalms
Contributions from eight experts on the Septuagint
• Guidelines and procedures used in the production of the translations in the series

• Support in the form of teaching tips, lesson plans, additional activities or role-plays, assessment suggestions, and resources for further exploration.
• Separate guidance for ESL and Legal English/Business English instructors that helps them select the material and activities best suited to their students’ interests and needs.
• Resources such as sample syllabi and activities with step-by-step instructions that make it easy to start teaching the textbook.
• An online companion site where instructors can download and send activities and role-plays directly to their students.

Once spoken only in Santa Rosa Department, Guatemala, the Xinkan language family is unique within Mesoamerica, comprising four closely related languages that are unrelated to any of the other language groups used within the region. Descriptions of Xinkan date to 1770 but are typically only sketches or partial word lists. Not even the community of indigenous people who identify as Xinka today—the last speakers—have had access to a reliable descriptive source on their ancestral tongue. Preserving this endangered communication system in accurate, thorough detail, The Use and Development of the Xinkan Languages presents a historical framework, internal classifications, and both synchronic and diachronic descriptions, incorporating all elements of grammar based on extensive unpublished data collected in the 1970s by Lyle Campbell and Terrence Kaufman.

This valuable contribution is enhanced by author Chris Rogers’s emphasis on contextualizing the findings. Introducing the languages, Rogers presents important information regarding the social and cultural milieu of the speakers. He also traces a phonological reconstruction of Proto-Xinkan and reconstructs historical morphology and syntax. These revelations are of particular interest because the development of Xinka and the many aspects of Xinka morphosyntax have not been well understood. A sample text, “Na Mulha Uy,” is included as well. Solving numerous complex, centuries-old linguistic puzzles, The Use and Development of the Xinkan Languages unlocks new potential for the rediscovery of a rich cultural history.

This book is a part of the Recovering Languages and Literacies of the Americas publication initiative, funded by a grant from the Andrew W. Mellon Foundation.

A collaborative effort to address some of the chronic issues affecting the preservation and revitalization of indigenous languages.

What does it mean to "revitalize" an indigenous language when approximately 6,700 of the nearly 7,000 left in the world need protection? Where to begin? Each language offers a sense of history, identity, and belonging within society to the people actively using it. The Word Tree begins by hearing directly from those still communicating in some of these less dominant languages, from Achi'es to Zapotec, and offers the metaphor of a tree whose political roots sustain the trunk of education that will bear the fruit of learning languages anew. Whether describing the tension between indigenous and state-recognized languages; the process of linguistics displacement resulting from migration; or the value of locally focused efforts in a cultural cooperative, these nine essays offer fresh and useful perspectives.

The Word Tree is the result of a collaboration between the National Autonomous University of Mexico and the University of Texas at Austin. Gathering diverse concerns, experiences, explorations, proposals, and perspectives on the revitalization of some of the continent's most imperiled indigenous languages, the contributors aim to introduce their struggle for existence to a modern world. From south to north, the Quecha or Runasimi, Maya, Zapotec or Diidxazá, Chatino, Mè'pháá or Tlapaneco, Mixteco, Mixe or Auukj, and Nahuatl languages exist in all their vast complexities and contexts. At its most fundamental level, this book is a call to develop alternative paths for human existence in which caring for one another is the consensus.

Writers and editors of Spanish have long needed an authoritative guide to written language usage, similar to The MLA Style Manual and The Chicago Manual of Style. And here it is! This reference guide provides comprehensive information on how the Spanish language is copyedited for publication.

The book covers these major areas:

• Language basics: capitalization, word division, spelling, and punctuation.
• Language conventions: abbreviations, professional and personal titles, names of organizations, and nationalities.
• Bibliographic format, particularly how Spanish differs from English.
• Spanish language forms of classical authors' names.
• Literary and grammatical terminology.
• Linguistic terminology.
• Biblical names and allusions.
• A dictionary of grammatical doubts, including usage, grammatical constructions of particular words and phrases, verbal irregularities, and gender variations.

Readers of Thriving as a Graduate Writer will:

- Learn how to establish an effective writing practice
- ​Discover how to position themselves as competent and engaged writers
- Learn how to structure their writing, craft effective sentences, and create movement with a text
- Develop processes for draft revisions
- Create individual writing strategies that will last throughout their careers

Multilingual learners bring a wealth of resources to the classroom in the form of their various languages. How can teachers tap into these resources as part of the learning process? How can we intentionally embrace linguistic diversity in our classrooms through the way we design learning? Despite the proliferation of research and writing about pedagogical translanguaging, many teachers do not feel equipped to effectively implement translanguaging approaches in their teaching.

Translanguaging provides a comprehensive introduction to the what, why, and how of translanguaging. The book synthesizes the research literature for a non-specialist audience, and builds on these insights by providing practical guidance for how students can be empowered to use all their linguistic resources—not just English or the language of instruction—to learn and thrive in school or college. Whether teachers of ESL or other subjects, all teachers will benefit from the practical guidance about translanguaging in this book and will be equipped to begin rethinking and redesigning their teaching to make more space for students’ multilingualism.

Elizabeth Lowe charts her journey to becoming a translator through a series of vignettes relating her life as a “third-culture kid” and living and working abroad in a kaleidoscope of cultures and languages. She lived in Germany as a young child immediately after the Second World War while her father worked in the Nuremberg trials and as a newly married military spouse during the Vietnam War; she lived in Haiti just prior to Papa Doc's consolidation of power, in Brazil when the military dictatorship seized the country in its two-decade vise, at the University of Coimbra, Portugal during Salazar, and Colombia at the height of the guerrilla conflicts, and in Miami during the heyday of the cartels. The book is a reflection on translation as an art, on five decades teaching languages, literatures, and translation, and on her close relationship with writers from the Lusophone world. It explores theoretical aspects of translation as well as practical challenges faced by translators, especially those working in Portuguese literature. Lowe offers intimate insights into the creative process of the writers she translates and her own philosophy of literary translation. 
 

Treatment of Error offers a realistic, well-reasoned account of what teachers of multilingual writers need to know about error and how to put what they know to use. As in the first edition, Ferris again persuasively addresses the fundamental error treatment questions that plague novice and expert writing specialists alike: What types of errors should teachers respond to? When should we respond to them? What are the most efficacious ways of responding to them? And ultimately, what role should error treatment play in the teaching of the process of writing?

The second edition improves upon the first by exploring changes in the field since 2002, such as the growing diversity in what is called “L2 writers,” the blurring boundaries between “native” and “non-native” speakers of English, the influence of genre studies and corpus linguistics on the teaching of writing, and the need the move beyond “error” to “second language development” in terms of approaching students and their texts. It also explores what teacher preparation programs need to do to train teachers to treat student error.

The second edition features
 *  an updating of the literature in all chapters
 *  a new chapter on academic language development
 *  a postscript on how to integrate error treatment/language development suggestions in Chapters 4-6 into a writing class syllabus
 * the addition of discussion/analysis questions at the end of each chapter, plus suggested readings, to make the book more useful in pedagogy or teacher development workshops

Treatment of Error in Second Language Student Writing is a practical book for teachers to help students writing in a second/other language develop greater precision (accuracy and style) in the language they use. While it does focus on language errors made by student writers, it goes beyond error to helping them develop strategies to become independent self-editors. It also discusses ongoing second language development—how students can increase and deploy their linguistic resources (grammar and vocabulary) to become more effective communicators of their written ideas.

This new edition retains the accessible design that helps teachers prepare themselves to treat error effectively. It contains guidance on how to organize course syllabi and lessons to provide authentically integrated error treatment and language development that is complementary to the overall goals of a writing course. In addition, the authors have incorporated new research and theory on written corrective feedback, discussion of philosophical questions raised by the translingual and Critical Language Awareness (CLA) movements, and analysis of how AI tools can help (or hinder) the students working to gain greater linguistic control of their writing.