Results by title
622 books match the query 'Language Study' and 24 start with w
What Error Correction Can(not) Accomplish for Second Language Writers
Dispelling Myths, Discussing OptionsDana R. Ferris
University of Michigan Press, 2018
What Every ESL Student Should Know
A Guide to College and University Academic SuccessKathy Ochoa Flores
University of Michigan Press, 2008
This book teaches English language learners about language learning and classroom expectations. It is a compilation of advice, experiences, suggestions, strategies, and learning theories collected over many years of teaching this population.
What Every ESL Student Should Know was written to help English language learners be successful in community college and college classrooms—specifically, how to prepare students for expectations and behavior within the classroom and how to help them to be good students, how to participate in class, what to expect from the class, and what to do to learn English. Learning strategies and language theories are presented in brief.
When Tutor Meets Student
Martha Maxwell, Editor
University of Michigan Press, 1994
Where Is Baby?
A Lift-the-Flap Sign Language BookMichelle Cryan
Gallaudet University Press, 2007
Here’s a fun, interactive way to teach youngsters ages 1- 4 basic American Sign Language signs. Where Is Baby? A Lift-the-Flap Sign Language Book features 12 basic questions in ASL with English translations. Little ones can find the answer for each question by lifting the flap on the opposite page to reveal a charming, full-color illustration. The questions and answers engage children with everyday subjects of high interest to them: Where is the airplane, train, bug, cat, elephant, shoe, pizza, Mama, Daddy, sister, and of course, Baby.
By introducing young children to sign language, Where Is Baby? can help them strengthen their vocabulary, grammar, and other language skills while also allowing them to communicate their needs and feelings at an earlier age. This sturdy book offers an enjoyable, instructive way for parents, teachers, and other caregivers to begin reading and signing together with children at a wonderful age for learning.
Why Is English Like That?
Historical Answers to Hard ELT QuestionsNorbert Schmitt and Richard Marsden
University of Michigan Press, 2006
The book outlines the historical events that shaped English; describes how its grammar, vocabulary, spelling, and pronunciation developed over time; and highlights the "quirks" and "exceptions" in English that can be explained on a historical basis. By understanding how the English of today evolved from the English of past times, both teachers and students will be more comfortable with the many conventions of the English language.
Why Is English Like That? also contains reproducible grammar and vocabulary exercises that will help teachers incorporate some of this historical knowledge into classroom activities. This book was written with English language teachers in mind, and the exercises are designed for ESL/EFL students, but it may also be used by teachers in training (L1 and L2).
Word Order and Constituent Structure in German
Hans Uszkoreit
CSLI, 1987
Words around Us . . . and Effective Ways to Use Them
W. D. Sheeler and R. W. Markley
University of Michigan Press, 2000
Rather than present a body of words to be learned as many other vocabulary texts do, Words around Us presents a variety of processes and techniques for understanding and learning the words that students see and hear around them. Words are organized for learning in groups—by origin, meaning category, social usage, and grammatical category. The text also utilizes the concepts of word families, family groups, meaning groups, and synonym groups. Students learn to form words, dissect words, paraphrase, and discuss the meaning of words. Finally, tables and illustrations help the learner visualize relationships and meanings. The text is divided into five sections: Learning Words and Using a Dictionary; Deriving Words with Suffixes; Compound Words; Prefixes and Word Roots; and Social Usage of Words. Words around Us is the ideal tool for teachers who want to improve students' communication in reading, writing, and speaking.
Words for Students of English, Vol. 1
A Vocabulary Series for ESLHolly Deemer Rogerson, Betsy Davis, Suzanne T. Hershelman, and Carol Jasnow
University of Michigan Press, 1992
Words for Students of English, Vol. 2
A Vocabulary Series for ESLHolly Deemer Rogerson, Gary Esarey, Linda M. Schmandt, and Dorolyn A. Smith
University of Michigan Press, 1992
Words for Students of English, Vol. 3
A Vocabulary Series for ESLHolly Deemer Rogerson, Suzanne T. Hershelman, Carol Jasnow, and Carol Moltz
University of Michigan Press, 1992
Words for Students of English, Vol. 4
A Vocabulary Series for ESLHolly Deemer Rogerson, Gary Esarey, Suzanne T. Hershelman, Carol Jasnow, Carol Moltz, Linda M. Schmandt, and Dorolyn A. Smith
University of Michigan Press, 1992
Words for Students of English, Vol. 5
A Vocabulary Series for ESLHolly Deemer Rogerson, Suzanne T. Hershelman, and Carol Jasnow
University of Michigan Press, 1992
Volume 5 consists of 25 units that present basewords with definitions, usage examples, and exercises. Each unit focuses on a specific topic, carefully selected for its relevance to students' lives, so that students can practice new words in meaningful contexts. The exercises are flexible and easy to use, taking students from simple, fairly controlled practice to a final phase of communicative exercise. A list of words covered in previous volumes in included.
SKILL LEVEL: High-Intermediate
Words for Students of English, Vol. 6
A Vocabulary Series for ESLHolly Deemer Rogerson, Gary Esarey, Suzanne T. Hershelman, Carol Jasnow, Linda M. Schmandt, Dorolyn A. Smith, and Courtenay Meade Snellings
University of Michigan Press, 1992
Words for Students of English, Vol. 7
A Vocabulary Series for ESLHolly Deemer Rogerson
University of Michigan Press, 1992
Words for Students of English, Volume 8
A Vocabulary Series for ESLDawn E. McCormick, Lionel Menasche, Marilyn Smith Slaathaug, and Judith L. Yogman
University of Michigan Press, 2004
Words of the True Peoples/Palabras de los Seres Verdaderos
Anthology of Contemporary Mexican Indigenous-Language Writers/Antología de Escritores Actuales en Lenguas Indígenas de México: Volume Three/Tomo Tres: Theater/TeatroEdited by Carlos Montemayor and Donald Frischmann
University of Texas Press, 2007
As part of the larger, ongoing movement throughout Latin America to reclaim non-Hispanic cultural heritages and identities, indigenous writers in Mexico are reappropriating the written word in their ancestral tongues and in Spanish. As a result, the long-marginalized, innermost feelings, needs, and worldviews of Mexico's ten to twenty million indigenous peoples are now being widely revealed to the Western societies with which these peoples coexist. To contribute to this process and serve as a bridge of intercultural communication and understanding, this groundbreaking, three-volume anthology gathers works by the leading generation of writers in thirteen Mexican indigenous languages: Nahuatl, Maya, Tzotzil, Tzeltal, Tojolabal, Tabasco Chontal, Purepecha, Sierra Zapoteco, Isthmus Zapoteco, Mazateco, Ñahñu, Totonaco, and Huichol.
Volume Three contains plays by six Mexican indigenous writers. Their plays appear first in their native language, followed by English and Spanish translations. Montemayor and Frischmann have abundantly annotated the Spanish, English, and indigenous-language texts and added glossaries and essays that introduce the work of each playwright and discuss the role of theater within indigenous communities. These supporting materials make the anthology especially accessible and interesting for nonspecialist readers seeking a greater understanding of Mexico's indigenous peoples.
Workbook for Keys to Teaching Grammar to English Language Learners, Second Ed.
Keith S. Folse and Ekaterina V. Goussakova
University of Michigan Press, 2017
The Workbook has been updated to reflect new content in the Second Edition of the Handbook and once again features exercises that carefully follow the sequence of material in the Handbook. To facilitate use of the Workbook with the Handbook, each exercise is coded with the corresponding pages for the material in the Handbook. Reflecting the different learning styles in any given class, the exercises practice identifying grammatical features in a variety of different ways, including many charts, matching activities, and short answer questions. In addition, the Workbook has a variety of exercises consisting of sentences typical of English language learners so that teachers can become familiar with specific types of errors that ESL students make with certain grammar points.
The Workbook also features some action research projects to guide teachers in collecting small samples of data from their target student populations.
Workbook for Norsk, nordmenn og Norge 1
Beginning NorwegianLouis E. Janus
University of Wisconsin Press, 1981
Answers to written exercises and transcripts now included in e-book and in print
The Norsk, nordmenn og Norge series regards communication as the primary goal of language learning. This workbook provides meaningful structural practice in socially relevant and useful ways, combining entertaining activities with more traditional exercises. The new edition also provides answers and transcripts to accompany the workbook and oral exercises.
Workbook for The ESL Writer's Handbook, 2nd Edition
Janine Carlock, Maeve Eberhardt, Jaime Horst, and Lionel Menasche
University of Michigan Press, 2018
The new edition of the Workbook includes 85 exercises to facilitate students’ understanding of some of the most complex or troublesome writing areas discussed in the Handbook. Exercises have been revised, and new exercises have been added to Sections 4 (Research Paper) and 5 (Grammar and Style).
Workbook for The ESL Writer's Handbook, 3rd Edition
Janine Carlock, Maeve Eberhardt, Jaime Horst
University of Michigan Press, 2025
CEFR Levels: B1–C2
Writing Myths
Applying Second Language Research to Classroom TeachingJoy Reid with Keith S. Folse, Cynthia M. Schuemann, Pat Byrd and John Bunting, Ken Hyland, Dana Ferris, Susan Conrad, Sharon Cavusgil, Paul Kei Matsuda
University of Michigan Press, 2008
This volume was conceived as a "best practices" resource for writing teachers in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. It was written to help ensure that writing teachers are not perpetuating the myths of teaching writing.
Each author is a practicing teacher who selected his or her "myth" based on classroom experience and expertise. Both the research and pedagogy in this book are based on the newest research in, for example, teacher preparation, EAP and ESP, and corpus linguistics. The myths discussed in this book are:
§ Teaching vocabulary is not the writing teacher's job. (Keith S. Folse)
§ Teaching citation is someone else's job. (Cynthia M. Schuemann)
§ Where grammar is concerned, one size fits all. (Pat Byrd and John Bunting)
§ Academic writing should be assertive and certain. (Ken Hyland)
§ Students must learn to correct all their writing errors. (Dana Ferris)
§ Corpus-based research is too complicated to be useful for writing teachers. (Susan Conrad)
§ Academic writing courses should focus on paragraph and essay development. (Sharon Cavausgil)
§ International and U.S. resident ESL writers cannot be taught in the same class. (Paul Kei Matsuda)
The book concludes with a discussion of students' myths about academic writing and teaching written by Joy Reid.
Writing Together
Building Social Writing Opportunities for Graduate StudentsRachael Cayley, Fiona Coll, and Daniel Aureliano Newman
University of Michigan Press, 2025
Writing Together gathers accounts from graduate writing professionals about how social writing programs are imagined and delivered. It surveys the motivations, rationales, evaluation strategies, and structures that underpin these initiatives in order to create a practical resource for writing professionals who wish to establish or refine their own offerings. Rather than presenting “how to” approaches, the book presents “how we” accounts that enable readers to learn from the creative practices and experiences of others. By capturing a range of experiences, institutional models, and forms of social writing support, Writing Together explains the thinking behind social writing initiatives and the processes through which those initiatives have been assessed. It demonstrates that social writing practices are not just a means to an end, but an end in themselves—that writing together is a great way to write and a promising basis for graduate writing pedagogy and professional development.
Writing Without Words
Alternative Literacies in Mesoamerica and the AndesElizabeth Hill Boone and Walter D. Mignolo, eds.
Duke University Press, 1994
The contributors--who include art historians, anthropologists, and literary theorists--examine the ways in which ancient Mesoamerican and Andean peoples conveyed meaning through hieroglyphic, pictorial, and coded systems, systems inseparable from the ideologies they were developed to serve. We see, then, how these systems changed with the European invasion, and how uniquely colonial writing systems came to embody the post-conquest American ideologies. The authors also explore the role of these early systems in religious discourse and their relation to later colonial writing.
Bringing the insights from Mesoamerica and the Andes to bear on a fundamental exchange among art history, literary theory, semiotics, and anthropology, the volume reveals the power contained in the medium of writing.
Contributors. Elizabeth Hill Boone, Tom Cummins, Stephen Houston, Mark B. King, Dana Leibsohn, Walter D. Mignolo, John Monaghan, John M. D. Pohl, Joanne Rappaport, Peter van der Loo
Writing on the Wall
Writing Education and Resistance to Isolationismedited by David S. Martins, Brooke R. Schreiber & Xiaoye You
Utah State University Press, 2022
The collection extends existing scholarship and research about the ways racist and colonial rhetorics impact writing education; the impact of translingual, transnational, and cosmopolitan ideologies on student learning and student writing; and the role international educational partnerships play in pushing back against isolationist ideologies. Established and early-career scholars who work in a broad range of institutional contexts highlight the historical connections among monolingualism, racism, and white nationalism and introduce community- and classroom-based practices that writing teachers use to resist isolationist beliefs and tendencies.
“Writing on the wall” serves as a metaphor for the creative, direct action writing education can provide and invokes border spaces as sites of identity expression, belonging, and resistance. The book connects transnational writing education with the fight for racial justice in the US and around the world and will be of significance to secondary and postsecondary writing teachers and graduate students in English, linguistics, composition, and literacy studies.
Contributors: Olga Aksakalova, Sara P. Alvarez, Brody Bluemel, Tuli Chatterji, Keith Gilyard, Joleen Hanson, Florianne Jimenez Perzan, Rebecca Lorimer Leonard, Layli Maria Miron, Tony D. Scott, Kate Vieira, Amy J. Wan