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Autor: Grafiati
Veröffentlicht am 25. Juli 2024
Zuletzt aktualisiert am 26. Juli 2024

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1

Deutscher, Guy. Through the language glass: Why the world looks different in other languages. New York: Metropolitan Books / Henry Holt and Co., 2010.

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2

Deutscher, Guy. Through the language glass: Why the world looks different in other languages. New York: Picador, 2011.

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3

Deutscher, Guy. Through the language glass: Why the world looks different in other languages. New York: Metropolitan Books / Henry Holt and Co., 2010.

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4

National Board for Professional Teaching Standards (U.S.). World languages other than English: Standards : for teachers of students ages 3-18+. Southfield, MI: National Board for Professional Teaching Standards, 2001.

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5

Boinod, Adam Jacot de. The meaning of tingo and other extraordinary words from around the world. New York: Penguin Press, 2006.

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6

Geary, James. I is an other: The secret life of metaphor and how it shapes the way we see the world. New York: Harper, 2010.

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7

Roche, Gerald, und Gwendolyn Hyslop. Bordering Tibetan Languages. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2022. http://dx.doi.org/10.5117/9789463725040.

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Bordering Tibetan Languages: Making and Marking Languages in Transnational High Asia examines the complex interactions between state, ethnic, and linguistic borders in the Himalaya. These case studies from Bhutan, China, India, and Nepal show how people in the Himalaya talk borders into existence, and also how those borders speak to them and their identities. These ‘talking borders’ exist in a world where state borders are contested, and which is being irrevocably transformed by rapid social and economic change. This book offers a new perspective on this dynamic region by centring language, and in doing so, also offers new ways of thinking about how borders and language influence each other.
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8

Katherine, Folliot, und Mostyn David, Hrsg. Usborne round the world in French: With easy pronunciation guide. London: Usborne Publishing, 1990.

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9

National Board for Professional Teaching Standards (U.S.). Early and middle childhood: World languages other than English : for teachers of students ages 3-12. Arlington, Va: National Board for Professional Teaching Standards, 2002.

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10

In the world of Sumer: An autobiography. Detroit: Wayne State University Press, 1988.

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11

M, McCurnin Dennis, und McCurnin Dennis M, Hrsg. McCurnin's clinical textbook for veterinary technicians. 7. Aufl. St. Louis, Mo: Elsevier Saunders, 2010.

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12

Alston, R. C. A bibliography of the English language from the invention of printing to the year 1800: A systematic record of writings on English, and on other languages in English, based on the collections of the principal libraries of the world. [Otley]: Printed for the author, 2003.

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13

C, Alston R. A bibliography of the English language from the invention of printing to the year 1800: A systematic record of writings on English, and on other languages in English, based on the collections of the principal libraries of the world. [Otley]: Printed for the author, 2003.

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14

C, Alston R. A bibliography of the English language from the invention of printing to the year 1800: A systematic record of writings on English, and on other languages in English, based on the collections of the principal libraries of the world. [Otley]: Printed for the author, 2002.

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15

C, Alston R. A bibliography of the English language from the invention of printing to the year 1800: A systematic record of writings on English, and on other languages in English, based on the collections of the principal libraries of the world. [Ilkley]: Printed for the author by Smith Settle Otley, 2001.

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16

C, Alston R. A bibliography of the English language from the invention of printing to the year 1800: A systematic record of writings on English, and on other languages in English, based on the collections of the principal libraries of the world. [Otley]: Printed for the author, 2004.

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17

Katzner, Kenneth. The languages of the world. London: Routledge & Kegan Paul, 1986.

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18

The languages of the world. 3. Aufl. London: Routledge, 2002.

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19

Katzner, Kenneth. The languages of the world. London: Routledge & Kegan Paul, 1986.

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20

G, Gordon Raymond, Grimes Barbara F und Summer Institute of Linguistics, Hrsg. Ethnologue: Languages of the world. Dallas, Tex: SIL International, 2005.

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21

F, Grimes Barbara, Pittman Richard S. 1915-, Grimes Joseph Evans und Summer Institute of Linguistics, Hrsg. Ethnologue: Languages of the world. Dallas, Texas: Summer Institute of Linguistics, Inc., 1992.

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22

Sandager, Oliver K. Sign languages around the world. North Hollywood, Calif: OK Pub., 1986.

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23

Deutscher, Guy. Through the Language Glass: Why the World Looks Different in Other Languages. Holt & Company, Henry, 2010.

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24

Deutscher, Guy. Through the Language Glass: Why the World Looks Different in Other Languages. Arrow Books, 2011.

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25

Deutscher, Guy. Through the Language Glass: Why the World Looks Different in Other Languages. Penguin Random House, 2016.

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26

Kristen Brustad, Mahmoud Al-Batal, Abbas Al-Tonsi. Al-Kitaab fii Tacallum al-cArabiyya Part One: Textbook for Beginning Arabic. Georgetown University Press, 2020.

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27

The Magic in this Other World is Too Far Behind! Volume 9. J-Novel Club, 2020.

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28

Boinod, Adam Jacot De. Meaning of Tingo: And Other Extraordinary Words from Around the World. Penguin Books, Limited, 2005.

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29

Higginbotham, James. Languages and Idiolects: Their Language and Ours. Herausgegeben von Ernest Lepore und Barry C. Smith. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199552238.003.0006.

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An idiolectal conception of language is compatible with a substantive role for external things — objects, including other people — in the characterization of idiolects. Illustrations of this role are not hard to come by. The point of looking outward from the individual is pretty evident for the case of reference to perceptually encountered objects: had the world been significantly different, a person with the same molecular history would have acquired, and called by the same familiar names, different physical and other concepts. An idiolectal conception of language is by no means committed, and has some reason to be opposed, to internalism, and to individualism in Burge's sense; that is, to the view that the organization of the body, abstracting from external things, is constitutive of any linguistically significant aspect of language.
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30

Boinod, Adam Jacot de. Meaning of Tingo: And Other Extraordinary Words from Around the World. Penguin Publishing Group, 2006.

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31

Boinod, Adam Jacot de. The Meaning of Tingo: And Other Extraordinary Words from Around the World. Penguin (Non-Classics), 2007.

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32

Stein, Aurel, und George A. Sir Grierson. Torwali: A Dardic Language of the Swat Kohistan: With a Torwali-English Vocabulary and an Index of Words from Other Languages (Trubner's Languages of the World). Trubner & Co, 2005.

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33

Practice Makes Perfect Complete French Grammar. McGraw-Hill Education, 2016.

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34

Mesthrie, Rajend. World Englishes, Second Language Acquisition, and Language Contact. Herausgegeben von Markku Filppula, Juhani Klemola und Devyani Sharma. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199777716.013.013.

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Although areas of potential overlap between the fields of Second Language Acquisition (SLA) and World Englishes (WE) may seem obvious, they developed historically in isolation from each other. SLA had a psycholinguistic emphasis, studying the ways in which individuals progressed towards acquisition of a target language. WE studies initially developed a sociolinguistic focus, describing varieties that arose as second languages in former British colonies. This chapter explores the way in which each field could benefit from the other. The SLA emphasis on routes of development, overgeneralization, universals of SLA, and transfer in the interlanguage has relevance to characterizing sub-varieties of WEs. Conversely, the socio-political dimension of early WE studies and the notion of macro- or group acquisition fills a gap in SLA studies which sometimes failed to acknowledge that the goal of second language learners was to become bilingual in ways that were socially meaningful within their societies.
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35

Mak, Yee-Lum, und Kelsey Garrity-Riley. Other-Wordly: Words Both Strange and Lovely from Around the World. Chronicle Books LLC, 2016.

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36

Mak, Yee-Lum, und Kelsey Garrity-Riley. Other-Wordly: Words Both Strange and Lovely from Around the World. Chronicle Books LLC, 2016.

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37

Mak, Yee-Lum, und Kelsey Garrity-Riley. Other-Wordly: Words Both Strange and Lovely from Around the World. Chronicle Books LLC, 2016.

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38

illustrator, Garrity-Riley Kelsey, Hrsg. Other-wordly: Words both strange and lovely from around the world. Chronicle Books LLC, 2016.

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39

Kandybowicz, Jason, und Harold Torrence. Africa’s Endangered Languages. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190256340.003.0001.

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This chapter provides an overview of language endangerment in sub-Saharan Africa, highlighting previous efforts to document the continent’s endangered languages and ascertain their threat levels, the unique state of language endangerment in Africa as compared to other parts of the world, and the challenges to documentation and revitalization efforts posed by Africa’s endangered languages. As a consequence of these challenges, a disproportionately low amount of research and funding is devoted to the study of endangered African languages when compared to any other linguistically threatened region in the world. We propose nurturing synergistic partnerships between documentary and theoretical linguists researching endangered African languages to stimulate and enhance the depth, visibility, and impact of endangered African language research in the hope of reversing this trend.
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40

In the world of Sumer: An autobiography. Detroit: Wayne State University Press, 1986.

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41

Dilevko, Juris, Keren Dali und Glenda Garbutt. Contemporary World Fiction. ABC-CLIO, LLC, 2011. http://dx.doi.org/10.5040/9798400631504.

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This much-needed guide to translated literature offers readers the opportunity to hear from, learn about, and perhaps better understand our shrinking world from the perspective of insiders from many cultures and traditions. In a globalized world, knowledge about non-North American societies and cultures is a must. Contemporary World Fiction: A Guide to Literature in Translation provides an overview of the tremendous range and scope of translated world fiction available in English. In so doing, it will help readers get a sense of the vast world beyond North America that is conveyed by fiction titles from dozens of countries and language traditions. Within the guide, approximately 1,000 contemporary non-English-language fiction titles are fully annotated and thousands of others are listed. Organization is primarily by language, as language often reflects cultural cohesion better than national borders or geographies, but also by country and culture. In addition to contemporary titles, each chapter features a brief overview of earlier translated fiction from the group. The guide also provides in-depth bibliographic essays for each chapter that will enable librarians and library users to further explore the literature of numerous languages and cultural traditions.
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42

Shahar, Eluki bes, und Elizabeth Claire. Dangerous English in a Changing World: An Indispensable Guide for Language Learners and Others. Eardley Publications, 2022.

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43

Mostyn, David, und Carol Watson. Round the World in French (Picture Word Books). Usborne Publishing Ltd, 1992.

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44

Bareijo, D., und Carol Watson. Round the World in Spanish (Picture Word Books). Usborne Publishing Ltd, 1989.

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45

Montrul, Silvina, und Maria Polinsky, Hrsg. The Cambridge Handbook of Heritage Languages and Linguistics. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108766340.

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Heritage languages are minority languages learned in a bilingual environment. These include immigrant languages, aboriginal or indigenous languages and historical minority languages. In the last two decades, heritage languages have become central to many areas of linguistic research, from bilingual language acquisition, education and language policies, to theoretical linguistics. Bringing together contributions from a team of internationally renowned experts, this Handbook provides a state-of-the-art overview of this emerging area of study from a number of different perspectives, ranging from theoretical linguistics to language education and pedagogy. Presenting comprehensive data on heritage languages from around the world, it covers issues ranging from individual aspects of heritage language knowledge to broader societal, educational, and policy concerns in local, global and international contexts. Surveying the most current issues and trends in this exciting field, it is essential reading for graduate students and researchers, as well as language practitioners and other language professionals.
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46

Fiction and the Incompleteness of History: Toni Morrison, V. S. Naipaul, and Ben Okri. Lang AG International Academic Publishers, Peter, 2011.

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47

Multi-Language Glossary: McDougal Littell World History: Patterns of Interaction: Complete Program Glossary, Key Terms and Definitions Provided in English and Nine Other Languages. McDougal Littell, 2005.

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48

Watson, Carol. Usborne round the world in Spanish: With easy pronunciation guide. Usborne Publishing, 1989.

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49

Tokuhama-Espinosa, Tracey. Living Languages. Praeger, 2007. http://dx.doi.org/10.5040/9798400680335.

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Globalization is on everyone's tongue, and the discussion is not only limited to economic exchange, but expands to the intermingling of cultural values. To be truly successful in the international arena, whether as an immigrant, student, businessperson, or tourist, openness toward other cultures is vital and the most obvious door to those cultures is through language. Learning a second language is no longer an option for many, it is both a survival tool and an opportunity. This book is an aid to parents, educators, researchers, and individuals who want facts about foreign language learning in order to apply concrete tools to maximize their potential in this area, independent of their age. This book examines the various factors in successful multilingualism across the lifespan, discussing groups such as those lucky enough to enjoy bilingualism from birth to those who become foreign language learners in adulthood. Special attention is paid to a critique of the academic critical years concept and the question, how long does it take a non-native speaker to become fluent? While many are concerned with bilingualism, millions around the world live with three or more languages. For those considering adding a third language, this book looks at the benefits of bilingualism that transfer to trilingualism. Finally, the book establishes methods for teaching foreign languages and hints for home support that maximize each person's potential for languages.
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50

Saltzman, Benjamin A. From Old English to World Englishes. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0019.

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This chapter discusses the incorporation of World Englishes into a History of the English Language (HEL) course, addressing questions about how to grapple with the geographical and geopolitical planes along which World Englishes have grown. Other questions considered here include diachronic formation, cultural contexts, relationships with other languages, and effects of globalization on forms of English that are both related to and yet quite distinct from the model of Standard English that frequently orients the HEL course. Two possible strategies for incorporating World Englishes into an HEL course are suggested. One strategy consists of focused lectures on the external history, social and cultural influences, linguistic features, and so on, of just one or two World English varieties, which can be combined with a second strategy that involves handing the research and even some of the teaching over to the students.
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