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| center for language and culture: Learning Chinese Language and Culture Weijia Huang, Qun Ao, 2020-03-15 Learning Chinese Language and Culture is an intermediate level textbook, which was intended to be used throughout the entire school year and designed mainly for students who have completed introductory courses of Chinese as a foreign language. Written in English, Traditional and Simplified Chinese, this book illustrates Chinese language knowledge and introduces Chinese culture in twentytwo lessons, covering a variety of cultural content, including customs and manners, holidays and festivals, poems and idioms, calligraphy and couplets, myths and legends, feng shui and superstitions, and historical relics and sceneries and many others. In every lesson, the authors have strived to maintain a clear topic and a coherent structure. They have also endeavored to keep the contents lively and achieve a fluent writing style while closely controlling the structure and grammar of every lesson. |
| center for language and culture: Language and Culture Claire Kramsch, 1998-08-20 This work investigates the close relationship between language and culture. It explains key concepts such as social context and cultural authenticity, using insights from fields which includes linguistics, sociology, and anthropology. |
| center for language and culture: Approaches to Language and Culture Svenja Völkel, Nico Nassenstein, 2022-08-22 This book provides an overview of approaches to language and culture, and it outlines the broad interdisciplinary field of anthropological linguistics and linguistic anthropology. It identifies current and future directions of research, including language socialization, language reclamation, speech styles and genres, language ideology, verbal taboo, social indexicality, emotion, time, and many more. Furthermore, it offers areal perspectives on the study of language in cultural contexts (namely Africa, the Americas, Australia and Oceania, Mainland Southeast Asia, and Europe), and it lays the foundation for future developments within the field. In this way, the book bridges the disciplines of cultural anthropology and linguistics and paves the way for the new book series Anthropological Linguistics. |
| center for language and culture: Language, Culture and Mind Michel Achard, Suzanne Kemmer, 2004 Language, Culture, and Mind is a stimulating collection exploring the ways that cognitive, social, and cultural categories are revealed through language. Contributors use methods such as psycholinguistic experiments and observations of natural discourse to probe how such categories are organized, with grammatical and semantic analyses--in modern cognitive frameworks--augmenting these approaches. Some of the phenomena studied include the linguistic expression of space and causality; aspect, classifiers, negation, and complement constructions; and metaphor, metonymy, and conceptual blending across different domains of human experience. The result is a fresh perspective on the way language relates to thought and culture. |
| center for language and culture: Language and Culture in the Intercultural World Vesna Mikolič, 2020-12-09 The intensification of contacts between cultures and languages has a major impact on all social spheres today. Multiculturalism and multilingualism are important elements of the local, regional, national and global community. Much of the world’s conflict stems from the contrast between globalization and nationalism, fuelled by religions, racial divisions, traditions and other cultural particularities. Focusing mainly on the situation in Central and South-eastern Europe, this book addresses how cultural identities develop through tourism, education, literature and other social fields, and how language and literature teaching should be planned in this context. It consists of the following sections: Language, Culture and Tourism; Interculturalism, Multilingualism and Approaches to Language Learning; and Culture in Literature and Translation. The volume will be of interest to teachers and researchers of cultural and tourism studies, linguistics and language learning, literary studies and translation, while also addressing wider readers interested in contemporary intercultural society. |
| center for language and culture: Culture Learning Louise Damen, 1987 This text explores cross-cultural awareness and intercultural communicative skills from culture-general and culture-specific perspectives. It is appropriate for language teachers, teacher trainers, counsellors, advisors, and other professionals concerned with multi-cultural issues. |
| center for language and culture: Teaching and Researching: Language and Culture Joan Kelly Hall, 2013-11-04 Language and culture are concepts increasingly found at the heart of developments in applied linguistics and related fields. Taken together, they can provide interesting and useful insights into the nature of language acquisition and expression. In this volume, Joan Kelly Hall gives a perspective on the nature of language and culture looking at how the use of language in real-world situations helps us understand how language is used to construct our social and cultural worlds.The conceptual maps on the nature of language, culture and learning provided in this text help orient readers to some current theoretical and practical activities taking place in applied linguistics. They also help them begin to chart their own explorations in the teaching and researching of language and culture. |
| center for language and culture: Language and Culture on the Margins Sjaak Kroon, Adrianus Petrus Cornelis Swanenberg, Jos Swanenberg, 2019 This collection of thirteen essays examines sociolinguistic phenomena in a wide variety of marginal environments, providing both an overview of globalizaiton on the margins and a foundation for an expanded understanding of the processes of linguistic and cultural changes at work in these settings. Taking an expansive conceptual view of margins, the volume is organized in three parts, looking at examples of marginal spaces in the nation-state, in online environments, and in the peripheries of urban locations, globally to call attention to new and changing discursive genres, patterns, practices, and identities emerging in these spaces as a result of contemporary mobilities, the evolving global economy, and socio-political changes. With previous research previously confined to the study of globalization in urban areas, this volume opens the door for further research on the complex sociolinguistic processes resulting from globalization on the margins, making this an ideal resource for students and scholars in sociolinguistics, globalization and heritage studies, new media, anthropology, and cultural studies. The Open Access version of this book, available at http: //www.taylorfrancis.com, has been made available under a Creative Commons Attribution (CC-BY) |
| center for language and culture: The Routledge Handbook of Language and Culture Farzad Sharifian, 2014-12-17 The Routledge Handbook of Language and Culture presents the first comprehensive survey of research on the relationship between language and culture. It provides readers with a clear and accessible introduction to both interdisciplinary and multidisciplinary studies of language and culture, and addresses key issues of language and culturally based linguistic research from a variety of perspectives and theoretical frameworks. This Handbook features thirty-three newly commissioned chapters which cover key areas such as cognitive psychology, cognitive linguistics, cognitive anthropology, linguistic anthropology, cultural anthropology, and sociolinguistics offer insights into the historical development, contemporary theory, research, and practice of each topic, and explore the potential future directions of the field show readers how language and culture research can be of practical benefit to applied areas of research and practice, such as intercultural communication and second language teaching and learning. Written by a group of prominent scholars from around the globe, The Routledge Handbook of Language and Culture provides a vital resource for scholars and students working in this area. |
| center for language and culture: Iconicity and Analogy in Language Change Janice Aski, Cinzia Russi, 2015-09-25 This book examines the alternation between accusative-dative and dative-accusative order in Old Florentine clitic clusters and its decline in favor of the latter. Based on an exhaustive analysis of data collected from medieval Florentine and Tuscan texts we offer a novel analysis of the rise of the variable order, the transition from one order to the other, and the demise of the alternation that relies primarily on iconicity and analogy. The book employs exophoric pragmatic iconicity, a language-external iconic relationship based on similarity between linguistic structure and the speaker/writer's conceptualization of reality, and endophoric iconicity, a language-internal iconic relationship where the iconic ground is construed between linguistic signs and structures. Analogy is viewed as a productive process that generalizes patterns or extends grammatical rules to formally similar structures, and obtains the form of the analogical relationship between the masculine singular definite article and the third person singular accusative clitic, which shared the same phonotactically constrained distribution patterns. The data indicate that exophoric pragamatic iconicity exploits and maintains the alternation, whereas endophoric iconicity and analogy conspire to end it. |
| center for language and culture: Language and Culture on the Margins Sjaak Kroon, Jos Swanenberg, 2018-10-03 This collection of thirteen essays examines sociolinguistic phenomena in a wide variety of marginal environments, providing both an overview of globalizaiton on the margins and a foundation for an expanded understanding of the processes of linguistic and cultural changes at work in these settings. Taking an expansive conceptual view of margins, the volume is organized in three parts, looking at examples of marginal spaces in the nation-state, in online environments, and in the peripheries of urban locations, globally to call attention to new and changing discursive genres, patterns, practices, and identities emerging in these spaces as a result of contemporary mobilities, the evolving global economy, and socio-political changes. With previous research previously confined to the study of globalization in urban areas, this volume opens the door for further research on the complex sociolinguistic processes resulting from globalization on the margins, making this an ideal resource for students and scholars in sociolinguistics, globalization and heritage studies, new media, anthropology, and cultural studies. |
| center for language and culture: Cultural Semantics in the Lexicon of Modern Chinese Ming ZHAO, 2023-05-01 What is cultural semantics? How to define and analyze it in the lexicon of modern Chinese? This book outlines the development and research results of cultural semantic theory, and then proposes the distinction between two types of cultural semantics at the synchronic level: conceptual gap items and items with a cultural meaning. It provides criteria for identifying these items by using detailed examples from theory and application. Finally, the two types of cultural semantics are applied to the case of modern Chinese. The criteria proposed for determining the Chinese cultural semantics apply not only to this, but also to other languages. Therefore, this book offers an operational basis for further studies of cultural semantics in academia. |
| center for language and culture: 2014 Li Yuming, Li Wei, 2019-09-23 China, with the world's largest population, numerous ethnic groups and vast geographical space, is also rich in languages. Since 2006, China's State Language Commission has been publishing annual reports on what is called language life in China. These reports cover language policy and planning invitatives at the national, provincial and local levels, new trends in language use in a variety of social domains, and major events concerning languages in mainland China, Hong Kong, Macau and Taiwan. Now for the first time, these reports are available in English for anyone interested in Chinese languge and linguistics, China's languge, education and social policies, as well as everyday language use among the ordinary people in China. The invaluable data contained in these reports provide an essential reference to researchers, professionals, policy makers, and China watchers. |
| center for language and culture: Military Review , 2018 |
| center for language and culture: Global Citizenship in Foreign Language Education Christiane Lütge, Thorsten Merse, Petra Rauschert, 2022-11-01 In light of increasing globalization, this collection makes the case for global citizenship education as a way forward for transforming foreign language learning and teaching to better address current and future global challenges in times of unprecedented change. The volume maps a multi-dimensional approach within foreign language pedagogy to take up the challenge of educating the global citizen. Drawing on sociocultural, pedagogical, cosmopolitan, digital and civic-minded perspectives, the book explores the challenges in constructing epistemological frameworks in increasingly global environments, the need for developing context-sensitive educational practices, the potential of linking up with work from related disciplines, and the impact of these considerations on different educational settings. The collection reflects an international range of voices, attuned to global and local nuances, to offer a holistic compilation of conceptual innovations to showcase the relevance of global citizenship issues in foreign language education and encourage future research. This book will be of interest to scholars in intercultural education, foreign language education, and language teaching, as well as policymakers and foreign language teachers. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution 4.0 license. |
| center for language and culture: The Knowledge Economy, Language and Culture Glyn Williams, 2010-03-24 Together with changes in the nature of modernity, globalisation is restructuring society. The sovereignty of the nation-state is undermined, the structuring of identity is realigned and a sense of individualism (which involves a freedom of choice re institutional alignments) prevails. English emerges as the global lingua franca. At the heart of these developments is the knowledge economy within which work is organised according to principles quite different from those of the Taylorism that prevailed in the industrial economy. Language and culture play a crucial role in the elaboration of the shared meaning that is crucial for learning within team working. The book argues that creativity is enhanced by the use of multilingualism within working practices. It concludes with an overview of how our understanding of language is also changing. |
| center for language and culture: Cumulative List of Organizations Described in Section 170 (c) of the Internal Revenue Code of 1954 , 2003 |
| center for language and culture: ERIC Directory of Education-related Information Centers , 2000 |
| center for language and culture: Language at Play Julie M. Sykes, Jonathon Reinhardt, Judith E. Liskin-Gasparro, Manel Lacorte, 2012 How digital games can inform, enhance and transform L2 pedagogy The potential of digital games in the second and foreign (L2) classroom is enormous but harnessing their potential for application in the L2 classroom, however, presents complex challenges. In Language at Play: Digital Games in Second and Foreign Language Teaching and Learning , Sykes and Reinhart combine research from a variety of perspectives in applied linguistics, educational gaming, and games studies, and structure their discussion of five major concepts central to these areas: goal, interaction, feedback, motivation and context. While theoretically grounded, the volume's audience is primarily practicing L2 professionals with classroom experience. Intended for current and future foreign language teaching professionals, volumes in the Theory and Practice in Second Language Classroom Instruction series examine issues in teaching and learning in language classrooms. The topics selected and the discussions of them draw in principled ways on theory and practice in a range of fields, including second language acquisition, foreign language education, educational policy, language policy, linguistics, and other areas of applied linguistics. |
| center for language and culture: Developing Classroom Materials for Less Commonly Taught Languages Bill Johnston, Louis Janus, 2007 This book provides both principles and practical guidelines for Less Commonly Taught Language (LCTL) teachers of all levels and languages to transform raw materials into activities for the language classroom. Grounded in research, the author lays out a series of principles that serve to remind teachers of the possibilities that exist when they consider using authentic materials in the classroom. Each principle in the book is accompanied by numerous practical examples in a wide variety of languages created by the author and by teachers who have participated in a summer institute led by Bill Johnston and Louis Janus at CARLA since 1999. |
| center for language and culture: Perspectives on Teaching Language and Content Stacey Katz Bourns, Cheryl Krueger, Nicole Mills, 2020-06-23 An overview of current issues and developments in foreign language education, designed for instructors of language, literature, and culture at any stage of their careers A contemporary guide to language teaching, this book presents the latest developments and issues in the field of applied linguistics. Written by scholars with expertise in theoretical linguistics, literary and cultural studies, and education, the book encourages readers to examine their beliefs about language teaching and to compare these perspectives with the tenets of current research-supported frameworks and approaches. It also leads instructors to make vital connections between theory and practice while linking language and content pedagogy so that they may develop innovative lesson plans, classroom activities, and course materials that align with the specific contexts in which they teach. Serving as a textbook for teaching methods courses, as well as a reference for instructors with varying levels of experience and diverse specializations, the book is applicable to all levels of instruction and provides guidelines and models that prepare instructors to teach in a rapidly evolving field. |
| center for language and culture: Encyclopedia of Language and Linguistics , 2005-11-24 The first edition of ELL (1993, Ron Asher, Editor) was hailed as the field's standard reference work for a generation. Now the all-new second edition matches ELL's comprehensiveness and high quality, expanded for a new generation, while being the first encyclopedia to really exploit the multimedia potential of linguistics. * The most authoritative, up-to-date, comprehensive, and international reference source in its field * An entirely new work, with new editors, new authors, new topics and newly commissioned articles with a handful of classic articles * The first Encyclopedia to exploit the multimedia potential of linguistics through the online edition * Ground-breaking and International in scope and approach * Alphabetically arranged with extensive cross-referencing * Available in print and online, priced separately. The online version will include updates as subjects develop ELL2 includes: * c. 7,500,000 words * c. 11,000 pages * c. 3,000 articles * c. 1,500 figures: 130 halftones and 150 colour * Supplementary audio, video and text files online * c. 3,500 glossary definitions * c. 39,000 references * Extensive list of commonly used abbreviations * List of languages of the world (including information on no. of speakers, language family, etc.) * Approximately 700 biographical entries (now includes contemporary linguists) * 200 language maps in print and online Also available online via ScienceDirect – featuring extensive browsing, searching, and internal cross-referencing between articles in the work, plus dynamic linking to journal articles and abstract databases, making navigation flexible and easy. For more information, pricing options and availability visit www.info.sciencedirect.com. The first Encyclopedia to exploit the multimedia potential of linguistics Ground-breaking in scope - wider than any predecessor An invaluable resource for researchers, academics, students and professionals in the fields of: linguistics, anthropology, education, psychology, language acquisition, language pathology, cognitive science, sociology, the law, the media, medicine & computer science. The most authoritative, up-to-date, comprehensive, and international reference source in its field |
| center for language and culture: Using Understanding by Design in the Culturally and Linguistically Diverse Classroom Amy J. Heineke, Jay McTighe, 2018-07-11 How can today's teachers, whose classrooms are more culturally and linguistically diverse than ever before, ensure that their students achieve at high levels? How can they design units and lessons that support English learners in language development and content learning—simultaneously? Authors Amy Heineke and Jay McTighe provide the answers by adding a lens on language to the widely used Understanding by Design® framework (UbD® framework) for curriculum design, which emphasizes teaching for understanding, not rote memorization. Readers will learn the components of the UbD framework; the fundamentals of language and language development; how to use diversity as a valuable resource for instruction by gathering information about students’ background knowledge from home, community, and school; how to design units and lessons that integrate language development with content learning in the form of essential knowledge and skills; and how to assess in ways that enable language learners to reveal their academic knowledge. Student profiles, real-life classroom scenarios, and sample units and lessons provide compelling examples of how teachers in all grade levels and content areas use the UbD framework in their culturally and linguistically diverse classrooms. Combining these practical examples with findings from an extensive research base, the authors deliver a useful and authoritative guide for reaching the overarching goal: ensuring that all students have equitable access to high-quality curriculum and instruction. |
| center for language and culture: Defense Language and Cultural Awareness Transformation United States. Congress. House. Committee on Armed Services. Oversight and Investigations Subcommittee, 2009 |
| center for language and culture: Native American Languages Act Amendments United States. Congress. Senate. Committee on Indian Affairs (1993- ), 2000 |
| center for language and culture: The Challenges Facing the Department of Defense United States. Congress. Senate. Committee on Armed Services, 2009 |
| center for language and culture: Creolization of Language and Culture Robert Chaudenson, 2002-11-01 Creolization of Language and Culture is the first English edition of Robert Chaudenson's landmark text Des îles, des hommes, des langues, which has also been fully revised. . With reference to the main varieties of creole French, Chaudenson argues against the traditional account of creole genesis for a more sophisticated paradigm which takes full account of the peculiar linguistic and social factors at play in colonial societies. This is an accessible book which makes an important contribution to the study of pidgin and creole language varieties, as well as to the development of contemporary European languages outside Europe. Key features include: Analysis of current debates on the development of creoles Discussion of many aspects of human culture including music, medicine, cooking, magic and folklore Translation of all French sources from which Chaudenson quotes extensively |
| center for language and culture: Reflexivity in Language and Intercultural Education Julie S. Byrd Clark, Fred Dervin, 2014-04-03 With the impact of accelerated globalization, digital technologies, mobility, and migration, the fields of Applied Linguistics, Language, and Intercultural Education have been shifting. One shift in need of further exploration is that of systematic and coherent reflexivity in researching language and culture. This unique and timely book thus examines the significance of reflexivity as an integral process, particularly when researching the multifaceted notions of multilingualism and interculturality in education. It also contributes to current critical approaches to representations of languages and cultures in identity politics. As such, the authors offer innovative ways of engaging with reflexivity in teaching, learning, and research through multimodal and complex ways. The chapters span a diverse range of educational settings in Asia, Australia, Europe, and North America. |
| center for language and culture: Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022) Nuria Haristiani, Yulianeta Yulianeta, Yanty Wirza, Wawan Gunawan, Ari Arifin Danuwijaya, Eri Kurniawan, Dante Darmawangsa, Suharno Suharno, Nia Nafisah, Ernie Dyah Imperiani, 2023-01-14 This is an open access book. The rapid advancement of technology has created new civilization in this digital era which affects almost all aspects of life including language, literature, culture, and education. The digital era brings opportunities as well as challenges that people have to deal with. Thus, some adjustments need to be done in order to keep up with those changes. Studies on language, literature, culture, and education need to be continuously conducted and developed to revitalize those aspects in facing the dynamic changes of the digital era. In relation to this, Faculty of Language and Literature Education, Universitas Pendidikan Indonesia (FPBS UPI) hosts this year’s International Conference on Language, Literature and Culture (ICOLLITE) with the theme “Revitalization of Language, Literature, Culture, and Education in the Digital Era” as a forum for experts and professionals to share their research, ideas, and experiences on this issue. Presenters and participants are welcome to discuss and disseminate current issues and offer solutions to the challenges of our time. Discussions on current trends in digital literacies are expected to pave way to learn from each other for betterment as one big society of humankinds, regardless of their social, economic, and cultural backgrounds. |
| center for language and culture: Literacy for All Students Rebecca Powell, Elizabeth Rightmyer, 2012-04-27 The Culturally Responsive Instruction Observation Protocol (CRIOP) is a framework for implementing culturally relevant literacy instruction and classroom observation. Drawing on research and theory reflecting a range of perspectives ─ multicultural instruction, literacy theory, equity pedagogy, language and discourse models, sheltered instruction, critical pedagogy ─ it provides a means for assessing the many variables of classroom literacy instruction and for guiding practitioners in their development as multicultural educators. Literacy for All Students Discusses issues in multicultural literacy instruction within the context of various essential instructional components (such as assessment, curriculum, parent collaboration) Provides a protocol for observing features of literacy instruction for culturally and linguistically diverse students Presents vignettes from real classrooms, written by elementary and middle school teachers, showing their victories and struggles as they attempt to implement a pedagogy that is culturally responsive within a climate of high stakes testing A highly effective instrument for assessing culturally responsive literacy instruction in schools, the CRIOP serves as a model for realizing a literacy that is both relevant and transformative. |
| center for language and culture: Linguistic and Cultural Influences on Learning Mathematics Rodney R. Cocking, Jose P. Mestre, 2013-03-07 The combined impact of linguistic, cultural, educational and cognitive factors on mathematics learning is considered in this unique book. By uniting the diverse research models and perspectives of these fields, the contributors describe how language and cognitive factors can influence mathematical learning, thinking and problem solving. The authors contend that cognitive skills are heavily dependent upon linguistic skills and both are critical to the representational knowledge intimately linked to school achievement in mathematics. |
| center for language and culture: Handbook of Language and Literacy, Second Edition C. Addison Stone, Elaine R. Silliman, Barbara J. Ehren, Geraldine P. Wallach, 2016-05-27 An acclaimed reference that fills a significant gap in the literature, this volume examines the linkages between spoken and written language development, both typical and atypical. Leading authorities address the impact of specific language-related processes on K-12 literacy learning, with attention to cognitive, neurobiological, sociocultural, and instructional issues. Approaches to achieving optimal learning outcomes with diverse students are reviewed. The volume presents research-based practices for assessing student needs and providing effective instruction in all aspects of literacy: word recognition, reading comprehension, writing, and spelling. New to This Edition *Chapters on digital literacy, disciplinary literacy, and integrative research designs. *Chapters on bilingualism, response to intervention, and English language learners. *Incorporates nearly a decade's worth of empirical and theoretical advances. *Numerous prior edition chapters have been completely rewritten. |
| center for language and culture: Genders and Classifiers Alexandra Y. Aikhenvald, Elena I. Mihas, 2019-08-22 This volume offers a comprehensive account of the typology of noun classification across the world's languages. Every language has some means of categorizing objects into humans, or animates, or by their shape, form, size, and function. The most widespread are linguistic genders - grammatical classes of nouns based on core semantic properties such as sex (female and male), animacy, humanness, and also shape and size. Classifiers of several types also serve to categorize entities. Numeral classifiers occur with number words, possessive classifiers appear in the expressions of possession, and verbal classifiers are used on a verb, categorizing its argument. These varied sorts of genders and classifiers can also occur together. This volume elaborates on the expression, usage, history, and meanings of noun categorization devices, exploring their various facets across the languages of South America and Asia, which are known for the diversity of their noun categorization. The volume begins with a typological introduction that outlines the types of noun categorization devices and their expression, scope, functions, and development, as well as sociocultural aspects of their use. The following nine chapters provide in-depth studies of genders and classifiers of different types in a range of South American and Asian languages and language families, including Arawak languages, Zamucoan, Hmong, and Japanese. |
| center for language and culture: Maximizing Study Abroad R. Michael Paige, Andrew D.. Cohen, Barbara Kappler, 2002 As a study abroad student, you're not just a tourist -- you are embarking on something much richer. This flexible guide provides specific strategies for improving your language and culture learning so your time spent abroad will be as meaningful and productive as you hope. The guide begins with three surveys to help you recognize how you currently learn language and culture. The remaining sections are filled with tools, creative activities, and advice you can use to enhance your culture and language learning. Use this guide as you prepare for study abroad, during your experience, and once you return. With a little bit of preparation, you can assure yourself you are doing all you can to maximize your study abroad experience. |
| center for language and culture: The Handbook of Language and Globalization Nikolas Coupland, 2012-09-17 The Handbook of Language and Globalization brings together important new studies of language and discourse in the global era, consolidating a vibrant new field of sociolinguistic research. The first volume to assemble leading scholarship in this rapidly developing field Features new contributions from 36 internationally-known scholars, bringing together key research in the field and establishing a benchmark for future research Comprehensive coverage is divided into four sections: global multilingualism, world languages and language systems; global discourse in key domains and genres; language, values and markets under globalization; and language, distance and identities Covers an impressive breadth of topics including tourism, language teaching, social networking, terrorism, and religion, among many others Winner of the British Association for Applied Linguistics book prize 2011 |
| center for language and culture: Redefining Tandem Language and Culture Learning in Higher Education Claire Tardieu, Céline Horgues, 2019-08-21 This book provides a comprehensive critical account of tandem learning, charting it evolution from its origins in European educational settings to modern programs offering new perspectives on the approach’s role within higher education. Taking stock of the ways in which increased globalization has produced new linguistic and sociocultural realities, the volume begins by looking back at the development of tandem learning over the last several decades, growing out of a need to create more opportunities for L2 learners to communicate in their target language. The book then examines the different learning objectives and learning outcomes of tandem learning arrangements, moving toward a discussion of tandem learning’s potential role in shaping language policy and the unique challenges involved in implementing tandem programs at higher education institutions. The final section of the book brings the previous discussions together to consider new tools and technology and the ways in which they can better equip language educators to implement tandem learning in their own practice. Highlighting tandem learning’s potential to promote multilingual and multicultural learning on a global scale, this volume will be of particular interest to students and researchers in intercultural communication, language education, multilingualism, and applied linguistics. |
| center for language and culture: Current Trends in Language and Culture Studies Yves-Antoine Clemmen, Margit Grieb, Will Lehman, 2013 This volume includes selected papers from the 20th Southeast Conference on Foreign Languages, Literatures and Film, held on March 2-3, 2012 at Stetson University in DeLand, Florida. It represents a cross section of current approaches to questions of violence and trauma; identity subjectivity and the national; race and gender; and teaching in foreign languages, literatures and film. |
| center for language and culture: Culture in Language Learning Hanne Leth Andersen, 2006-05-01 Classical and modern foreign language studies no longer have a well-defined subject area, and language and culture can no longer be defined according to nations and national identities. New approaches are being developed with theoretical and methodological points of departure in new areas of research: for example, culture studies, anthropology, sociology, pragmatics and conversation analyses. The aim of modern language studies must therefore be redefined, and be more open for variation and diversity, both in culture and communication. The book discusses the relation between language and culture and is a direct result of the conference Culture in Language Learning, organised under the auspices of the Danish Language and Culture Network, which assembles researchers from language disciplines in Denmark. The aim is to examine how culture comes into the actual language code; into the use of language; and not least, into the learning and teaching of language. One of the book's main problematic areas thus concerns the learning and teaching of foreign and second languages in a globalised world where languages play a new role, both for the individual person, by virtue of internationalisation of education and work-life, and for cooperation across national borders. The articles elucidate these problematic points in relation to the historic development of foreign language disciplines, the meeting of language and culture, teaching traditions and language appropriation theories. |
| center for language and culture: Resources in Education , 1998 |
| center for language and culture: Improving Schooling for Language-Minority Children Committee on Developing a Research Agenda on the Education of Limited English Proficient and Bilingual Students, Commission on Behavioral and Social Sciences and Education, Division of Behavioral and Social Sciences and Education, National Research Council and Institute of Medicine, 1997-04-30 How do we effectively teach children from homes in which a language other than English is spoken? In Improving Schooling for Language-Minority Children, a committee of experts focuses on this central question, striving toward the construction of a strong and credible knowledge base to inform the activities of those who educate children as well as those who fund and conduct research. The book reviews a broad range of studies--from basic ones on language, literacy, and learning to others in educational settings. The committee proposes a research agenda that responds to issues of policy and practice yet maintains scientific integrity. This comprehensive volume provides perspective on the history of bilingual education in the United States; summarizes relevant research on development of a second language, literacy, and content knowledge; reviews past evaluation studies; explores what we know about effective schools and classrooms for these children; examines research on the education of teachers of culturally and linguistically diverse students; critically reviews the system for the collection of education statistics as it relates to this student population; and recommends changes in the infrastructure that supports research on these students. |
Center vs. Centre – What’s the Difference? - Writing Explained
As a verb, center means to position something in the middle of a predetermined area, to find a middle, or to revolve around a main topic. Here are some examples, Center your drill bit by …
Illinois Center - Wikipedia
Illinois Center is a mixed-use urban development in downtown Chicago, Illinois, USA, lying east of Michigan Avenue. It is notable in that the streets running through it have three levels. …
City of Chicago :: Chicago Cultural Center
Drawn by its beauty and the fabulous free public events, hundreds of thousands of visitors come to the Chicago Cultural Center every year, making it one of the most visited attractions in …
111 East Wacker (One Illinois Center) - Chicago Architecture Center
One of Mies van der Rohe’s final designs rises above a former rail yard that many years earlier was the site of Fort Dearborn. Illinois Central Railroad tracks near the Chicago River. Photo …
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Center or Centre–Which Is Correct? Definition and Examples - Grammarly
Sep 30, 2022 · Depending on your answer, you may differ on which spellings you favor. Center and centre have the same meaning. Center is the correct spelling in American English, while …
‘Center’ or ‘Centre’: What’s the Difference? - Two Minute English
Mar 28, 2024 · In American English, you’ll often see ‘center’ as the preferred spelling, while in British English, ‘centre’ dominates. These preferences have deep-rooted linguistic origins, and …
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Ever since 1922, The Chicago Center has been relentlessly answering need in Jewish Chicago, and building Chicago’s infrastructure to take on any challenge, milestone or crisis. Medical …
Illinois Center (2025) - All You Need to Know BEFORE You ... - Tripadvisor
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Is It Center or Centre? – Meaning and Difference in Spelling - GRAMMARIST
Center and centre are the same words, but the differences between the two lie in the American vs. English spelling preferences. Center is the preferred spelling in American English, and …
Center vs. Centre – What’s the Difference? - Writing Explained
As a verb, center means to position something in the middle of a predetermined area, to find a middle, or to revolve around a main topic. Here are some examples, Center your drill bit by …
Illinois Center - Wikipedia
Illinois Center is a mixed-use urban development in downtown Chicago, Illinois, USA, lying east of Michigan Avenue. It is notable in that the streets running through it have three levels. …
City of Chicago :: Chicago Cultural Center
Drawn by its beauty and the fabulous free public events, hundreds of thousands of visitors come to the Chicago Cultural Center every year, making it one of the most visited attractions in …
111 East Wacker (One Illinois Center) - Chicago Architecture Center
One of Mies van der Rohe’s final designs rises above a former rail yard that many years earlier was the site of Fort Dearborn. Illinois Central Railroad tracks near the Chicago River. Photo …
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Center or Centre–Which Is Correct? Definition and Examples - Grammarly
Sep 30, 2022 · Depending on your answer, you may differ on which spellings you favor. Center and centre have the same meaning. Center is the correct spelling in American English, while …
‘Center’ or ‘Centre’: What’s the Difference? - Two Minute English
Mar 28, 2024 · In American English, you’ll often see ‘center’ as the preferred spelling, while in British English, ‘centre’ dominates. These preferences have deep-rooted linguistic origins, and …
The Chicago Center – Answering Yes for 100 years.
Ever since 1922, The Chicago Center has been relentlessly answering need in Jewish Chicago, and building Chicago’s infrastructure to take on any challenge, milestone or crisis. Medical …
Illinois Center (2025) - All You Need to Know BEFORE You ... - Tripadvisor
Jul 15, 2014 · Located on land once occupied by historic Fort Dearborn and later by Illinois Central's extensive railroad yards, Illinois Center is a mixed-used urban development in …
Is It Center or Centre? – Meaning and Difference in Spelling - GRAMMARIST
Center and centre are the same words, but the differences between the two lie in the American vs. English spelling preferences. Center is the preferred spelling in American English, and …
