Edwin L. Battistella
- Published in print:
- 2005
- Published Online:
- September 2007
- ISBN:
- 9780195172485
- eISBN:
- 9780199788187
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195172485.003.0005
- Subject:
- Linguistics, English Language
This chapter focuses on American attitudes toward languages other than English, beginning with some history and case studies and moving forward to contemporary issues of English-only and bilingual ...
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This chapter focuses on American attitudes toward languages other than English, beginning with some history and case studies and moving forward to contemporary issues of English-only and bilingual education. In looking at the urge to assimilate other languages, the reasons why some say foreign languages make bad citizens are explored. Topics covered include Native American languages, manualism vs. oralism, restrictions on foreign languages, bilingual education, and the ideology of language assimilation.Less
This chapter focuses on American attitudes toward languages other than English, beginning with some history and case studies and moving forward to contemporary issues of English-only and bilingual education. In looking at the urge to assimilate other languages, the reasons why some say foreign languages make bad citizens are explored. Topics covered include Native American languages, manualism vs. oralism, restrictions on foreign languages, bilingual education, and the ideology of language assimilation.
Victor Ginsburgh and Shlomo Weber
- Published in print:
- 2011
- Published Online:
- October 2017
- ISBN:
- 9780691136899
- eISBN:
- 9781400838905
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691136899.003.0006
- Subject:
- Economics and Finance, History of Economic Thought
This chapter begins with a discussion of the incentives to learn foreign languages, ranging from an expected increase in earnings, to the pleasure it can provide through immersion in a different ...
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This chapter begins with a discussion of the incentives to learn foreign languages, ranging from an expected increase in earnings, to the pleasure it can provide through immersion in a different culture, and having the ability to speak, read, or at least understand the language. Section 1 covers the theoretical models of learning a foreign language. Section 2 gives an example of estimating the resulting demand equations for foreign languages. Section 3 is devoted to the private monetary benefits resulting from the use of the native language of a country to which one migrates to, or the use of foreign languages for those citizens who know the language of their native country. Most econometric results point to relatively large returns on knowing non-native languages in firms that employ these workers.Less
This chapter begins with a discussion of the incentives to learn foreign languages, ranging from an expected increase in earnings, to the pleasure it can provide through immersion in a different culture, and having the ability to speak, read, or at least understand the language. Section 1 covers the theoretical models of learning a foreign language. Section 2 gives an example of estimating the resulting demand equations for foreign languages. Section 3 is devoted to the private monetary benefits resulting from the use of the native language of a country to which one migrates to, or the use of foreign languages for those citizens who know the language of their native country. Most econometric results point to relatively large returns on knowing non-native languages in firms that employ these workers.
Janet Zhiqun Xing
- Published in print:
- 1993
- Published Online:
- September 2011
- ISBN:
- 9789622097629
- eISBN:
- 9789882207479
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622097629.001.0001
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This book provides a research-based account of how to teach and learn Chinese as a foreign language. Specially written for Chinese language teachers, student teachers, ...
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This book provides a research-based account of how to teach and learn Chinese as a foreign language. Specially written for Chinese language teachers, student teachers, and applied linguists, this is the first book written in English that addresses all major aspects involved in teaching and learning Chinese as a foreign language. It identifies five key areas: pronunciation (tones and pinyin), characters and words, sentences, discourse and pragmatic competence, and cultural competence. It covers all the fundamental grammar elements in Chinese, explains their functions in discourse and communication, and explores different strategies for teaching and engaging students in learning the language.Less
This book provides a research-based account of how to teach and learn Chinese as a foreign language. Specially written for Chinese language teachers, student teachers, and applied linguists, this is the first book written in English that addresses all major aspects involved in teaching and learning Chinese as a foreign language. It identifies five key areas: pronunciation (tones and pinyin), characters and words, sentences, discourse and pragmatic competence, and cultural competence. It covers all the fundamental grammar elements in Chinese, explains their functions in discourse and communication, and explores different strategies for teaching and engaging students in learning the language.
Agnes S.L. Lam
- Published in print:
- 2005
- Published Online:
- May 2013
- ISBN:
- 9789622097506
- eISBN:
- 9789888180271
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622097506.001.0001
- Subject:
- Education, Educational Policy and Politics
This book is unprecedented as a comprehensive study of the multilingual circumstances in China. It tracks policy changes in the learning of Chinese, foreign languages and minority ethnic languages in ...
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This book is unprecedented as a comprehensive study of the multilingual circumstances in China. It tracks policy changes in the learning of Chinese, foreign languages and minority ethnic languages in China since the establishment of the People's Republic of China in 1949. On the basis of survey and interview data, the experiences of different age cohorts of learners are presented as ‘windows’ to the realities of language education policy implementation over the last half century. The effects of political changes, language backgrounds and various motivations for learning, at both the national and individual levels, are vividly presented in this composite story of China and learners in China.Less
This book is unprecedented as a comprehensive study of the multilingual circumstances in China. It tracks policy changes in the learning of Chinese, foreign languages and minority ethnic languages in China since the establishment of the People's Republic of China in 1949. On the basis of survey and interview data, the experiences of different age cohorts of learners are presented as ‘windows’ to the realities of language education policy implementation over the last half century. The effects of political changes, language backgrounds and various motivations for learning, at both the national and individual levels, are vividly presented in this composite story of China and learners in China.
Agnes S. L. Lam
- Published in print:
- 2005
- Published Online:
- May 2013
- ISBN:
- 9789622097506
- eISBN:
- 9789888180271
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622097506.003.0003
- Subject:
- Education, Educational Policy and Politics
This chapter presents the changes in foreign language policy in the light of China's relations with the world. Statistics from a survey offer an overall picture of the experience of learning English ...
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This chapter presents the changes in foreign language policy in the light of China's relations with the world. Statistics from a survey offer an overall picture of the experience of learning English from primary school to university in the last few decades. Four case histories of learners, two older and two younger, make these statistics more meaningful in terms of individual experiences of the changes through time. Finally, information provided by heads of programmes of English and other foreign languages give an indication of some of the recent circumstances. From the data provided, it is apparent that English has been the most important foreign language in China since the late 1950s. Russian competence is still available among some of the older teaching staff though the most popular second foreign language among younger foreign language professionals now seems to be Japanese. With China's entry into the World Trade Organization, it is to be expected that a number of European languages may attract more learning fervour from students training to be foreign language professionals at university level. At the school level, it is likely that English will continue to be exclusively important, that is, in addition to the Chinese language.Less
This chapter presents the changes in foreign language policy in the light of China's relations with the world. Statistics from a survey offer an overall picture of the experience of learning English from primary school to university in the last few decades. Four case histories of learners, two older and two younger, make these statistics more meaningful in terms of individual experiences of the changes through time. Finally, information provided by heads of programmes of English and other foreign languages give an indication of some of the recent circumstances. From the data provided, it is apparent that English has been the most important foreign language in China since the late 1950s. Russian competence is still available among some of the older teaching staff though the most popular second foreign language among younger foreign language professionals now seems to be Japanese. With China's entry into the World Trade Organization, it is to be expected that a number of European languages may attract more learning fervour from students training to be foreign language professionals at university level. At the school level, it is likely that English will continue to be exclusively important, that is, in addition to the Chinese language.
Sean Zdenek
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226312644
- eISBN:
- 9780226312811
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226312811.003.0008
- Subject:
- Society and Culture, Media Studies
Manner of speaking refers to the various nuances of speech and pronunciation. Typically, manner boils down to a speaker’s dialect or accent. But manner of speaking also includes any kind of ...
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Manner of speaking refers to the various nuances of speech and pronunciation. Typically, manner boils down to a speaker’s dialect or accent. But manner of speaking also includes any kind of linguistic variation that distinguishes one speaker from another: age, gender, regional differences, pitch, volume, hesitation, intonation, timbre, reverberation, speed, and so on. What happens to these qualities when they are “entextualized” in closed captions? What happens to meaning, and manner of speaking in particular, when they are entextualized in writing and recontextualized as closed captions? This chapter argues that closed captions tend to formalize speech by mimicking, for the sake of accessibility and uptake speed, conventional written English. For the most part, linguistic variations in pronunciation are scrubbed from the written caption file. What’s left of pronunciation or accent will typically be handled (if at all) by a non-speech identifier. If the speaker is drunk and slurring his words, the only clues in the captions will typically come from the manner of speaking identifier that introduces the drunk speech: (drunken slurring). The captioned speech itself, however, will be perfectly “sober,” so to speak – that is, entextualized as standard written English.Less
Manner of speaking refers to the various nuances of speech and pronunciation. Typically, manner boils down to a speaker’s dialect or accent. But manner of speaking also includes any kind of linguistic variation that distinguishes one speaker from another: age, gender, regional differences, pitch, volume, hesitation, intonation, timbre, reverberation, speed, and so on. What happens to these qualities when they are “entextualized” in closed captions? What happens to meaning, and manner of speaking in particular, when they are entextualized in writing and recontextualized as closed captions? This chapter argues that closed captions tend to formalize speech by mimicking, for the sake of accessibility and uptake speed, conventional written English. For the most part, linguistic variations in pronunciation are scrubbed from the written caption file. What’s left of pronunciation or accent will typically be handled (if at all) by a non-speech identifier. If the speaker is drunk and slurring his words, the only clues in the captions will typically come from the manner of speaking identifier that introduces the drunk speech: (drunken slurring). The captioned speech itself, however, will be perfectly “sober,” so to speak – that is, entextualized as standard written English.
Nina Levine
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780823267866
- eISBN:
- 9780823272426
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823267866.003.0004
- Subject:
- Literature, Shakespeare Studies
This chapter explores foreign language study in late-sixteenth-century London together with Edward Haughton’s Englishmen for My Money, the earliest surviving comedy of contemporary London. As recent ...
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This chapter explores foreign language study in late-sixteenth-century London together with Edward Haughton’s Englishmen for My Money, the earliest surviving comedy of contemporary London. As recent criticism attests, foreign languages operate in this play as a means of reinforcing the so-called purity of English together with the city’s exclusionary practices. Complicating this view, this chapter examines language pedagogy within London, and the French language manuals of Claudius Hollyband in particular, to make the case for language as a mode of exchange as well as exclusion. Outlining a performative practice for mediating differences, early modern language study invites new understandings not only of the cross-linguistic impersonations of Haughton’s play but also of the circulations of the play’s own performances within the city’s linguistic economy.Less
This chapter explores foreign language study in late-sixteenth-century London together with Edward Haughton’s Englishmen for My Money, the earliest surviving comedy of contemporary London. As recent criticism attests, foreign languages operate in this play as a means of reinforcing the so-called purity of English together with the city’s exclusionary practices. Complicating this view, this chapter examines language pedagogy within London, and the French language manuals of Claudius Hollyband in particular, to make the case for language as a mode of exchange as well as exclusion. Outlining a performative practice for mediating differences, early modern language study invites new understandings not only of the cross-linguistic impersonations of Haughton’s play but also of the circulations of the play’s own performances within the city’s linguistic economy.
Rasma Lazda-Cazers and Helga Thorson
- Published in print:
- 2008
- Published Online:
- October 2013
- ISBN:
- 9780300116304
- eISBN:
- 9780300144994
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300116304.003.0006
- Subject:
- Sociology, Education
This chapter discusses issues involved in accommodating and teaching students with learning disabilities in the foreign language classroom. Addressed here are four questions that may help faculty to ...
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This chapter discusses issues involved in accommodating and teaching students with learning disabilities in the foreign language classroom. Addressed here are four questions that may help faculty to make decisions about departmental priorities, mission, curricular goals, and teaching methodologies that would address the needs and challenges of today's increasingly diverse student body: Is there a unique foreign language learning disability? In what ways is the teaching of a foreign language to students with disabilities different from teaching other academic disciplines in a student's first language? What is meant by “reasonable accommodations” in terms of teaching foreign languages and cultures to students with learning disabilities? Are there specific teaching methodologies or techniques that facilitate the foreign language learning process of students who have a learning disability?Less
This chapter discusses issues involved in accommodating and teaching students with learning disabilities in the foreign language classroom. Addressed here are four questions that may help faculty to make decisions about departmental priorities, mission, curricular goals, and teaching methodologies that would address the needs and challenges of today's increasingly diverse student body: Is there a unique foreign language learning disability? In what ways is the teaching of a foreign language to students with disabilities different from teaching other academic disciplines in a student's first language? What is meant by “reasonable accommodations” in terms of teaching foreign languages and cultures to students with learning disabilities? Are there specific teaching methodologies or techniques that facilitate the foreign language learning process of students who have a learning disability?
Janet Zhiqun Xing
- Published in print:
- 1993
- Published Online:
- September 2011
- ISBN:
- 9789622097629
- eISBN:
- 9789882207479
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622097629.003.0001
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter discusses the aims of the book, which is designed primarily to aid teachers and students in learning the Chinese language. Included in this ...
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This chapter discusses the aims of the book, which is designed primarily to aid teachers and students in learning the Chinese language. Included in this book are the most recent developments in teaching and learning Mandarin Chinese as a foreign language. The chapter also provides an outline of the approaches and guidelines of Chinese pedagogy and acquisition.Less
This chapter discusses the aims of the book, which is designed primarily to aid teachers and students in learning the Chinese language. Included in this book are the most recent developments in teaching and learning Mandarin Chinese as a foreign language. The chapter also provides an outline of the approaches and guidelines of Chinese pedagogy and acquisition.
Geoffrey Bennington
- Published in print:
- 2010
- Published Online:
- March 2012
- ISBN:
- 9780748639854
- eISBN:
- 9780748652105
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748639854.003.0014
- Subject:
- Literature, Criticism/Theory
This chapter studies what is foreign in language. It first discusses the principle of schibboleth, which is a simple pronunciation that helps separate two different languages. It then studies the law ...
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This chapter studies what is foreign in language. It first discusses the principle of schibboleth, which is a simple pronunciation that helps separate two different languages. It then studies the law of a person's first language and paradoxical liberty, which occurs when a person speaks his refuge-language.Less
This chapter studies what is foreign in language. It first discusses the principle of schibboleth, which is a simple pronunciation that helps separate two different languages. It then studies the law of a person's first language and paradoxical liberty, which occurs when a person speaks his refuge-language.
Tsedal Neeley
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9780691196121
- eISBN:
- 9781400888641
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691196121.003.0004
- Subject:
- Business and Management, International Business
This chapter focuses on the Japanese linguistic expats and their linguistic shock, which initially presents a barrier to learning a foreign language. It provides the results of the seemingly ...
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This chapter focuses on the Japanese linguistic expats and their linguistic shock, which initially presents a barrier to learning a foreign language. It provides the results of the seemingly insurmountable challenge at the mandate's announcement—base English language proficiency for the Japanese domestic workforce. Here, the term “linguistic expat” is used to describe employees like Kenji who live in their home country yet must give up their mother tongue when they enter their place of employment or sign into a conference call from a remote location. This chapter shows how this twist—a mismatch between language, nationality, and organizational culture—made the Japanese employees uncomfortable. Learning English, at least in the first phase, required that they form new perceptions of themselves, their company, and their jobs. The demands of the mandate made them feel anxious about their productivity and insecure about their future at Rakuten. Although the majority of the linguistic expats progressed in their acquisition of English, few were able to reach a level where fluency was automatic.Less
This chapter focuses on the Japanese linguistic expats and their linguistic shock, which initially presents a barrier to learning a foreign language. It provides the results of the seemingly insurmountable challenge at the mandate's announcement—base English language proficiency for the Japanese domestic workforce. Here, the term “linguistic expat” is used to describe employees like Kenji who live in their home country yet must give up their mother tongue when they enter their place of employment or sign into a conference call from a remote location. This chapter shows how this twist—a mismatch between language, nationality, and organizational culture—made the Japanese employees uncomfortable. Learning English, at least in the first phase, required that they form new perceptions of themselves, their company, and their jobs. The demands of the mandate made them feel anxious about their productivity and insecure about their future at Rakuten. Although the majority of the linguistic expats progressed in their acquisition of English, few were able to reach a level where fluency was automatic.
Tsedal Neeley
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9780691196121
- eISBN:
- 9781400888641
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691196121.003.0006
- Subject:
- Business and Management, International Business
This chapter is about the linguistic-cultural expats. These refer to a third group of employees who worked at Rakuten's subsidiary offices in Asia, Europe, and South America. Like the Japanese ...
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This chapter is about the linguistic-cultural expats. These refer to a third group of employees who worked at Rakuten's subsidiary offices in Asia, Europe, and South America. Like the Japanese employees, after the Englishnization mandate they too were required to communicate in a lingua franca that was different from their native tongue. Like the American employees, they too had to adapt to the many workplace changes that made up the Rakuten organizational culture. Because this group worked in both a language and a culture that was not their own, the chapter refers to them as the linguistic-cultural expats or, alternatively, dual expats. Here, the process of living in and learning a foreign culture, although challenging for many individuals in the first two groups, emerged as freeing for the dual expat employees and allowed them entry to more adaptive attitudes and behaviors.Less
This chapter is about the linguistic-cultural expats. These refer to a third group of employees who worked at Rakuten's subsidiary offices in Asia, Europe, and South America. Like the Japanese employees, after the Englishnization mandate they too were required to communicate in a lingua franca that was different from their native tongue. Like the American employees, they too had to adapt to the many workplace changes that made up the Rakuten organizational culture. Because this group worked in both a language and a culture that was not their own, the chapter refers to them as the linguistic-cultural expats or, alternatively, dual expats. Here, the process of living in and learning a foreign culture, although challenging for many individuals in the first two groups, emerged as freeing for the dual expat employees and allowed them entry to more adaptive attitudes and behaviors.
Janet Zhiqun Xing
- Published in print:
- 1993
- Published Online:
- September 2011
- ISBN:
- 9789622097629
- eISBN:
- 9789882207479
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622097629.003.0003
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter discusses the methodology of teaching and learning or the pedagogical process. The first sections of this chapter discuss the teaching and ...
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This chapter discusses the methodology of teaching and learning or the pedagogical process. The first sections of this chapter discuss the teaching and learning methods employed in and outside China. The latter sections of the chapter are devoted to working models that can be used in teaching and learning Chinese as a foreign language. The chapter concludes with a discussion on the relationship between methodology and accuracy, class size, and program type including suggestions for practising Chinese language.Less
This chapter discusses the methodology of teaching and learning or the pedagogical process. The first sections of this chapter discuss the teaching and learning methods employed in and outside China. The latter sections of the chapter are devoted to working models that can be used in teaching and learning Chinese as a foreign language. The chapter concludes with a discussion on the relationship between methodology and accuracy, class size, and program type including suggestions for practising Chinese language.
D. Brian Kim
- Published in print:
- 2020
- Published Online:
- December 2019
- ISBN:
- 9780190913199
- eISBN:
- 9780190913229
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190913199.003.0002
- Subject:
- Linguistics, Historical Linguistics, Sociolinguistics / Anthropological Linguistics
Foreign language dictionaries were produced with increasing frequency during the nineteenth century due to heightened contact between peoples separated by greater distances (physical, linguistic, and ...
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Foreign language dictionaries were produced with increasing frequency during the nineteenth century due to heightened contact between peoples separated by greater distances (physical, linguistic, and cultural). This chapter examines the history of such dictionaries in Russia and Japan, two national contexts characterized at this early stage of globalization by ongoing processes of modernization and changing terms of engagement with the foreign. Literary language in both Russia and Japan was transforming, influenced by translation from foreign languages and broader popular interest in peoples from afar. For their compilers, foreign language dictionaries afforded opportunities not only to explore and explain the correspondences between words among different languages, but also, in some cases, to contemplate the relationship between the status of their own language and others. In assessing various dictionary projects, some driven by interest in the foreign and others by the interests of foreign parties, in both Russia and Japan, Kim argues that there was a rich interplay between the production of foreign language dictionaries and the ground-breaking efforts to produce the first explanatory dictionaries of the native language.Less
Foreign language dictionaries were produced with increasing frequency during the nineteenth century due to heightened contact between peoples separated by greater distances (physical, linguistic, and cultural). This chapter examines the history of such dictionaries in Russia and Japan, two national contexts characterized at this early stage of globalization by ongoing processes of modernization and changing terms of engagement with the foreign. Literary language in both Russia and Japan was transforming, influenced by translation from foreign languages and broader popular interest in peoples from afar. For their compilers, foreign language dictionaries afforded opportunities not only to explore and explain the correspondences between words among different languages, but also, in some cases, to contemplate the relationship between the status of their own language and others. In assessing various dictionary projects, some driven by interest in the foreign and others by the interests of foreign parties, in both Russia and Japan, Kim argues that there was a rich interplay between the production of foreign language dictionaries and the ground-breaking efforts to produce the first explanatory dictionaries of the native language.
Janet Zhiqun Xing
- Published in print:
- 1993
- Published Online:
- September 2011
- ISBN:
- 9789622097629
- eISBN:
- 9789882207479
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622097629.003.0009
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This conclusion focuses on some of the issues relevant to the learning of the Chinese language. These include policies and attitudes toward the Chinese ...
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This conclusion focuses on some of the issues relevant to the learning of the Chinese language. These include policies and attitudes toward the Chinese language both inside and outside China and the interrelationship of teaching and learning. In addition, the conclusion also provides a further discussion of some of the resources for teaching and learning Chinese as well as some suggestions for the future of teaching and learning Chinese as a foreign language.Less
This conclusion focuses on some of the issues relevant to the learning of the Chinese language. These include policies and attitudes toward the Chinese language both inside and outside China and the interrelationship of teaching and learning. In addition, the conclusion also provides a further discussion of some of the resources for teaching and learning Chinese as well as some suggestions for the future of teaching and learning Chinese as a foreign language.
Pilar Piñar, Donalda Ammons, and Facundo Montenegro
- Published in print:
- 2008
- Published Online:
- October 2013
- ISBN:
- 9780300116304
- eISBN:
- 9780300144994
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300116304.003.0007
- Subject:
- Sociology, Education
This chapter discusses the methodological advantages of incorporating foreign sign language into the instruction of written foreign languages for Deaf students. The case study is a Spanish reading ...
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This chapter discusses the methodological advantages of incorporating foreign sign language into the instruction of written foreign languages for Deaf students. The case study is a Spanish reading program for beginners, specifically designed for American Deaf students, which combines written Spanish and Costa Rican Sign Language through the use of video and caption technology. The program consists of a video containing ten Costa Rican legends narrated in Costa Rican Sign Language and captioned in Spanish. The videotape is coordinated with a booklet containing written Spanish versions of the same stories that appear on the video. The written stories range from the basic to the basic-intermediate level of Spanish, and they feature many of the key grammatical structures that are typically covered in a first-year Spanish course, such as regular and irregular verbs in the present tense or the preterit and the imperfect.Less
This chapter discusses the methodological advantages of incorporating foreign sign language into the instruction of written foreign languages for Deaf students. The case study is a Spanish reading program for beginners, specifically designed for American Deaf students, which combines written Spanish and Costa Rican Sign Language through the use of video and caption technology. The program consists of a video containing ten Costa Rican legends narrated in Costa Rican Sign Language and captioned in Spanish. The videotape is coordinated with a booklet containing written Spanish versions of the same stories that appear on the video. The written stories range from the basic to the basic-intermediate level of Spanish, and they feature many of the key grammatical structures that are typically covered in a first-year Spanish course, such as regular and irregular verbs in the present tense or the preterit and the imperfect.
Tammy Berberi, Elizabeth C. Hamilton, and Ian Sutherland (eds)
- Published in print:
- 2008
- Published Online:
- October 2013
- ISBN:
- 9780300116304
- eISBN:
- 9780300144994
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300116304.001.0001
- Subject:
- Sociology, Education
Today's foreign language teachers are increasingly expected to be skilled in addressing multiple intelligences and differing learning styles, yet no reliable resources exist that consolidate the best ...
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Today's foreign language teachers are increasingly expected to be skilled in addressing multiple intelligences and differing learning styles, yet no reliable resources exist that consolidate the best of what is known about the broad spectrum of disabilities that are already or soon to be in our classrooms. This book offers critical and practical essays with insights applicable across the language-teaching spectrum. It brings together scholars and teachers from around the world who examine foreign language education from general requirements through advanced literature and film courses to study abroad, showing how to enable the success of students with disabilities at every step of the way. Chapters explore the nature of language itself, the best avenues toward acquiring proficiency, and the lives of disabled people at home and abroad.Less
Today's foreign language teachers are increasingly expected to be skilled in addressing multiple intelligences and differing learning styles, yet no reliable resources exist that consolidate the best of what is known about the broad spectrum of disabilities that are already or soon to be in our classrooms. This book offers critical and practical essays with insights applicable across the language-teaching spectrum. It brings together scholars and teachers from around the world who examine foreign language education from general requirements through advanced literature and film courses to study abroad, showing how to enable the success of students with disabilities at every step of the way. Chapters explore the nature of language itself, the best avenues toward acquiring proficiency, and the lives of disabled people at home and abroad.
Teresa Cabal Krastel
- Published in print:
- 2008
- Published Online:
- October 2013
- ISBN:
- 9780300116304
- eISBN:
- 9780300144994
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300116304.003.0004
- Subject:
- Sociology, Education
This chapter describes the outcome of a teaching methods program entitled “Technology for the Twenty-first Century,” held at Springfield Technical Community College in Springfield, Massachusetts in ...
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This chapter describes the outcome of a teaching methods program entitled “Technology for the Twenty-first Century,” held at Springfield Technical Community College in Springfield, Massachusetts in 2002. During the course, participants—foreign language teachers—used journals to reflect upon and transform their teaching to better meet the needs of diverse learners in their classes. Participants explored various activities that aim to accommodate the diverse needs of students in an inclusive foreign language classroom and are also especially effective for students with learning disabilities. In general, a learning disability is defined as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.” .Less
This chapter describes the outcome of a teaching methods program entitled “Technology for the Twenty-first Century,” held at Springfield Technical Community College in Springfield, Massachusetts in 2002. During the course, participants—foreign language teachers—used journals to reflect upon and transform their teaching to better meet the needs of diverse learners in their classes. Participants explored various activities that aim to accommodate the diverse needs of students in an inclusive foreign language classroom and are also especially effective for students with learning disabilities. In general, a learning disability is defined as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.” .
Brenda Jo Brueggemann
- Published in print:
- 2008
- Published Online:
- October 2013
- ISBN:
- 9780300116304
- eISBN:
- 9780300144994
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300116304.003.0005
- Subject:
- Sociology, Education
This chapter argues that it is time to move on and away from the defensive outsider and approval-seeking positions that ASL has typically occupied in the academy, especially in relation to other ...
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This chapter argues that it is time to move on and away from the defensive outsider and approval-seeking positions that ASL has typically occupied in the academy, especially in relation to other foreign/modern languages. It is time to move discussions, perspectives, and placements of ASL into a position of potential, promise, and linguistic-cultural power. In the spirit of that move, the author grounds all the points made in this chapter by invoking ASL as the little language that could: the little language that could, in fact, turn out to be anything but little for those students who get the chance to learn it during their college years; the little language that could make people think hard about what language is and can do, challenging and yet also affirming their ideas and beliefs about languages and culture; and the little language that could rumble and steam right through the established stations of language and literature programs in the academy, potentially overtaking some of the bigger trains.Less
This chapter argues that it is time to move on and away from the defensive outsider and approval-seeking positions that ASL has typically occupied in the academy, especially in relation to other foreign/modern languages. It is time to move discussions, perspectives, and placements of ASL into a position of potential, promise, and linguistic-cultural power. In the spirit of that move, the author grounds all the points made in this chapter by invoking ASL as the little language that could: the little language that could, in fact, turn out to be anything but little for those students who get the chance to learn it during their college years; the little language that could make people think hard about what language is and can do, challenging and yet also affirming their ideas and beliefs about languages and culture; and the little language that could rumble and steam right through the established stations of language and literature programs in the academy, potentially overtaking some of the bigger trains.
W. Underhill James
- Published in print:
- 2009
- Published Online:
- September 2012
- ISBN:
- 9780748638420
- eISBN:
- 9780748671809
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748638420.003.0012
- Subject:
- Linguistics, Theoretical Linguistics
This chapter develops the idea that discerning and defining the character of the language is the ultimate goal of Humboldt's research. All comparative studies had to be based upon comparing their ...
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This chapter develops the idea that discerning and defining the character of the language is the ultimate goal of Humboldt's research. All comparative studies had to be based upon comparing their characters. The thrust of this ethnolinguistic adventure still proves inviting and fruitful. But the author demonstrates that this aspect also turns out to be the weak point in Humboldt's project. The great linguist manages to achieve a profound insight into the grammatical working of multiple languages, and he understands the importance and the specific nature of the way many foreign authors are using and transforming the character of their languages. Nevertheless, the author shows that Humboldt does fall into clichés, in attributing to the language the qualities of individual authors.Less
This chapter develops the idea that discerning and defining the character of the language is the ultimate goal of Humboldt's research. All comparative studies had to be based upon comparing their characters. The thrust of this ethnolinguistic adventure still proves inviting and fruitful. But the author demonstrates that this aspect also turns out to be the weak point in Humboldt's project. The great linguist manages to achieve a profound insight into the grammatical working of multiple languages, and he understands the importance and the specific nature of the way many foreign authors are using and transforming the character of their languages. Nevertheless, the author shows that Humboldt does fall into clichés, in attributing to the language the qualities of individual authors.
