Author: Publisher:
ISBN:
Category : Canada
Languages : en
Pages : 1316
Book Description
Canadiana
Author: Microlog, Canadian Research Index
Author: Publisher:
ISBN:
Category : Canada
Languages : en
Pages : 1322
Book Description
An indexing, abstracting and document delivery service that covers current Canadian report literature of reference value from government and institutional sources.
Acquisition du français (L2) chez des adultes à Montréal: Études morphosyntaxiques et discursives
Author: Nives BazerguiPublisher: [Québec] : Office de la langue française
ISBN: 9782550209553
Category : Adult education
Languages : fr
Pages : 163
Book Description
Common European Framework of Reference for Languages
Author: Council of EuropePublisher: Council of Europe
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 208
Book Description
This Framework has been widely adopted in setting curriculum standards, designing courses, developing materials and in assessment and certification. This compendium of case studies is written by authors who have a considerable and varied experience of using the Framework in their professional context. The aim is to help readers develop their understanding of the Framework and its possible uses in different sectors of education.
Current Research in Bilingualism and Bilingual Education
Author: Piotr RomanowskiPublisher: Springer
ISBN: 331992396X
Category : Education
Languages : en
Pages : 247
Book Description
This book covers research topics in bilingual education, language policies, language contact, identity of bilingual speakers, early bilingualism, heritage languages, and more, and provides an overview of current theory, research and practice in the field of bilingualism. Each chapter is written by a specialist in the field. Part I focuses on the numerous and heterogeneous relations between languages as well as the implications arising from bilingual speech processing. In Part II, a series of contextualized studies on bilingual classrooms are presented, with diverse research designs applied in different educational settings being a key feature of these studies. Part III bridges theory and practice by offering an insight into mono- and multilingual school settings showcasing examples of educational institutions where bilingualism successfully soared and depicts the needs related to language education.
Phonology for Communication Disorders
Author: Martin J. BallPublisher: Psychology Press
ISBN: 1317716841
Category : Psychology
Languages : en
Pages : 276
Book Description
This textbook describes the approaches to phonology that are most relevant to communication disorders. It examines schools of thought in theoretical phonology, and their relevance to description, explanation and remediation in the clinical context. A recurring theme throughout the book is the distinction between phonological theories that attempt elegant, parsimonious descriptions of phonological data, and those that attempt to provide a psycholinguistic model of speech production and perception. This book introduces all the relevant areas of phonology to the students and practitioners of speech-language pathology and is a companion volume to the authors’ Phonetics for Communication Disorders.
Learning and Teaching Languages Through Content
Author: Roy LysterPublisher: John Benjamins Publishing
ISBN: 9027292612
Category : Language Arts & Disciplines
Languages : en
Pages : 186
Book Description
Based on a synthesis of classroom SLA research that has helped to shape evolving perspectives of content-based instruction since the introduction of immersion programs in Montreal more than 40 years ago, this book presents an updated perspective on integrating language and content in ways that engage second language learners with language across the curriculum. A range of instructional practices observed in immersion and content-based classrooms is highlighted to set the stage for justifying a counterbalanced approach that integrates both content-based and form-focused instructional options as complementary ways of intervening to develop a learner’s interlanguage system. A counterbalanced approach is outlined as an array of opportunities for learners to process language through content by means of comprehension, awareness, and production mechanisms, and to negotiate language through content by means of interactional strategies involving teacher scaffolding and feedback.
The Neurocognition of Language
Author: Colin M. BrownPublisher:
ISBN: 9780191687242
Category : Cognitive neuroscience
Languages : en
Pages : 409
Book Description
Providing an overview of the cognitive neuroscience of language this text discusses problems of brain imaging techniques for the study of language. It also presents procedures for relating imaging data to the higher cognitive functions.
Linguistic Concepts
Author: Kenneth Lee PikePublisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 172
Book Description
"This book will introduce linguistics and tagmemics to undergraduates, graduate students, and scholars in linguistics, anthropology, and other social sciences. It explains the concerns of linguistics, locates linguistics in that much larger field of human behavior that other disciplines share, and presents language from a vantage that acknowledges their particular concerns."--Back cover.
Declarative and Procedural Determinants of Second Languages
Author: Michel ParadisPublisher: John Benjamins Publishing
ISBN: 9027241767
Category : Language Arts & Disciplines
Languages : en
Pages : 234
Book Description
This volume is the outcome of the author s observations and puzzlement over seventeen years of teaching English and French as second languages, followed by 30 years of research into the neurolinguistic aspects of bilingualism. It examines, within the framework of a neurolinguistic theory of bilingualism (Paradis, 2004), the crucial and pervasive contributions made by declarative and procedural memory to the appropriation, representation and processing of a second language. This requires careful consideration of a number of concepts associated with issues pertaining to second language research: consciousness, interface, modularity, automaticity, proficiency, accuracy, fluency, intake, ultimate attainment, switching, implicit linguistic competence and explicit metalinguistic knowledge. It is informed by data from a variety of domains, including language pathology, neuroimaging, and, from each side of the fence, practical classroom experience. This book introduces four further proposals within the framework of a neurolinguistic theory of bilingualism: (1) There are two sets of cerebral representations, those that are capable of reaching consciousness and those that are not; implicit grammar is inherently not capable of reaching consciousness. (2) The increased activation observed in neuroimaging studies during the use of a second language is not devoted to the processing of implicit linguistic competence. (3) Intake is doubly implicit. (4) Given the premise that metalinguistic knowledge cannot be converted into implicit competence, there can be no possible interface between the two."