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Relevant bibliographies by topics / Active oral language expression / Books

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Books on the topic 'Active oral language expression'

Author: Grafiati

Published: 28 June 2021

Last updated: 6 February 2022

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Consult the top 42 books for your research on the topic 'Active oral language expression.'

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1

Carrow-Woolfolk, Elizabeth. OWLS (oral and written language scales) manual: Listening comprehension and oral expression. Circle Pines, MN: American Guidance Service, 1995.

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2

Sandy, Chuck. Active skills for communication. Boston: Heinle Cengage Learning, 2009.

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Sandy, Chuck. Active skills for communication. Boston: Heinle Cengage Learning, 2009.

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Sandy, Chuck. Active skills for communication. Boston: Heinle Cengage Learning, 2010.

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Sandy, Chuck. Active skills for communication. Boston: Heinle Cengage Learning, 2009.

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Curtis, Kelly, and Anderson Neil J, eds. Active skills for communication. Boston: Heinle Cengage Learning, 2010.

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7

Sandy, Chuck. Active skills for communication. Boston: Heinle Cengage Learning, 2009.

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8

Sheppard, Ronnie L. Enhancing learning through oral and written expression: Strategies for subject area teachers. Columbus, Ohio (P.O. Box 14822, Columbus 43214): National Middle School Association, 1985.

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9

Delamain, Catherine. Construire des habiletés en communication: 200 activités pour enfants d'âge préscolaire. Montréal: Chenelière Éducation, 2010.

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10

Laird, Andrew. Powers of expression, expressions of power: Speech presentation and Latin literature. Oxford: Oxford University Press, 1999.

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11

Whomes, O. V. Towards more descriptive and creative language in the junior school through an oral, sensory and active approach to teaching adjectives, adverbs and imagery. London: Polytechnic of East London, 1989.

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12

Akinshina, Inna, and Larisa Miroshnichenko. German for athletes. Deutsch für Sportler. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/999916.

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The manual contains materials for active learning educational and sports vocabulary tests for reading and referencing. The main aim of training is accomplished through a comprehensive study of the German language by the single thematic focus of the oral, reading texts and exercises. Meets the requirements of Federal state educational standards of higher education of the last generation. For students of faculties of physical culture and sports higher education institutions. The materials can be used for both classroom and independent work of students.

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13

Ontario. Le curriculum de l'Ontario 11e et 12e année: Affaires et commerce. Toronto, Ont: Imprimeur de la Reine, 2000.

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14

Ontario. Le curriculum de l'Ontario 11e et 12e année: English. Toronto, Ont: Imprimeur de Reine, 2007.

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15

Ontario. Le curriculum de l'Ontario 11e et 12e année: English. Toronto, Ont: Imprimeur de Reine, 2000.

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16

Ontario. Le curriculum de l'Ontario 11e et 12e année: Orientation et formation au cheminement de carrière. Toronto, Ont: Imprimeur de la Reine, 2000.

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17

Ontario. Le curriculum de l'Ontario 11e et 12e année: Études canadiennes et mondiales. Toronto, Ont: Imprimeur de la Reine, 2000.

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18

Ontario. Le curriculum de l'Ontario 11e et 12e année: Mathématiques. Toronto, Ont: Imprimeur de la Reine, 2000.

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19

Ontario. Le curriculum de l'Ontario 11e et 12e année: Langues autochtones. Toronto, Ont: Imprimeur de la Reine, 2000.

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20

Ontario. Le curriculum de l'Ontario 11e et 12e année: Éducation physique et santé. Toronto, Ont: Imprimeur de la Reine, 2000.

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21

Ontario. Le curriculum de l'Ontario 11e et 12e année: Répertoire des cours. Toronto, Ont: Imprimeur de la Reine, 2000.

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22

Ontario. Le curriculum de l'Ontario 11e et 12e année: Études classiques et langues internationales. Toronto, Ont: Imprimeur de la Reine, 2000.

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23

Ontario. Le curriculum de l'Ontario 11e et 12e année: Mathématiques. Toronto, Ont: Imprimeur de la Reine, 2007.

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24

Ontario. Le curriculum de l'Ontario 11e et 12e année: Affaires et commerce. Toronto, Ont: Imprimeur de la Reine, 2006.

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25

Ontario. Le curriculum de l'Ontario 11e et 12e année: Études interdisciplinaires. Toronto, Ont: Imprimeur de la Reine, 2002.

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26

Ontario. Le curriculum de l'Ontario 11e et 12e année: Sciences. Toronto, Ont: Imprimeur de la Reine, 2000.

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27

Ontario. Le curriculum de l'Ontario 11e et 12e année: Études autochtones. Toronto, Ont: Imprimeur de la Reine, 2000.

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28

Ontario. Le curriculum de l'Ontario 11e et 12e année: Français révisé. Toronto, Ont: Imprimeur de la Reine, 2007.

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29

Ontario. Le curriculum de l'Ontario 11e et 12e année: Sciences humaines et sociales. Toronto, Ont: Imprimeur de la Reine, 2000.

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30

Ontario. Le curriculum de l'Ontario 11e et 12e année: Éducation technologique. Toronto, Ont: Imprimeur de la Reine, 2000.

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31

Bonetti, Christy, and Nanci Bell. Talkies - Visualizing and Verbalizing for Oral Language Comprehension and Expression. Gander Publishing, 2006.

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32

Kelly, Curtis, and Chuck Sandy. Active Skills for Communication. Cengage Heinle, 2009.

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33

Kelly, Curtis, and Chuck Sandy. Active Skills for Communication. Cengage Heinle, 2008.

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34

Chandler, Paul Michael, Rafael Gómez, Constance Kihyet, and Michael Sharron. Con destino a la comunicacion: Oral and Written Expression in Spanish (Student Edition). McGraw-Hill Humanities/Social Sciences/Languages, 1997.

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35

Con destino a la comunicacion: Oral and Written Expression in Spanish (Student Edition). McGraw-Hill Humanities/Social Sciences/Languages, 1997.

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36

Regular Expression Recipes For Windows Developers A Problemsolution Approach. Apress, 2005.

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37

Burns, Martha S., and Anita S. Halper. Speech/Language Treatment of the Aphasias Workbook II: Treatment Materials for Oral Expression and Written Expresssion (Rehabilitation Institute of Chicago Publication Series). Aspen Publishers, 1989.

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38

Laird, Andrew. Powers of Expression, Expressions of Power: Speech Presentation and Latin Literature (Oxford Classical Monographs). Oxford University Press, USA, 2000.

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39

Franz, Carleen, Lee Ascherman, and Julia Shaftel. Learning Disabilities in Written Expression. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0005.

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Writing disabilities have many potential origins, including oral language deficits, motor coordination problems, and reading disabilities. Multiple potential sources of written language problems are described, along with the integrative aspects of the writing process that make it one of the most demanding academic tasks. Remedial interventions vary according to the identified cause of the problem based on the results of the psychoeducational evaluation. Remediation targeting the individual and modifications to classroom instruction may be required. Case studies illustrate three different underlying causes of writing problems. Key among these are motor and spatial skills, general language ability, and comorbid behavioral or reading disorders.

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40

Galletta, Elizabeth E., and A. M. Barrett. Global Aphasia. Edited by Anastasia M. Raymer and Leslie J. Gonzalez Rothi. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.17.

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Global aphasia is a language disorder that involves the breakdown of all aspects of oral and written language, typically associated with an extensive left hemisphere lesion that involves cortical and subcortical areas as well as white matter tracts. The characteristics of global aphasia include severe auditory comprehension and oral expression deficits with some spared conceptual knowledge and spared comprehension of emotional prosody. The implications for clinical assessment and treatment are described, and recommendations for clinicians and family members are provided.

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41

George, Coulter H. How Dead Languages Work. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198852827.001.0001.

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What could a Greek poet or Roman historian say in their language that’s lost in translation? After all, different languages have different personalities, and this is especially clear with languages of the ancient and medieval world. This book celebrates six such languages—Ancient Greek, Latin, Old English, Sanskrit, Old Irish, and Biblical Hebrew—by first introducing readers to their most distinctive features, then showing how these linguistic traits play out in short excerpts from actual ancient texts. It explores, for instance, how Homer’s Greek shows signs of oral composition, how Horace can achieve striking poetic effects through interlaced word order in his Latin, and how the poet of Beowulf achieves a remarkable intensity of expression through the resources of Old English. But these are languages that have shared connections as well. Readers will see how the Sanskrit of the Rig Veda uses words that come from roots found also in English, how turns of phrase characteristic of the Hebrew Bible found their way into English, and that even as unusual a language as Old Irish still builds on common Indo-European linguistic patterns. Since most people don’t have the opportunity to learn these languages, the book throughout aims to give such readers an aesthetic appreciation of just how rich and varied they are.

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42

Chacón, Gloria Elizabeth. Indigenous Cosmolectics. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469636795.001.0001.

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Latin America's Indigenous writers have long labored under the limits of colonialism, but in the late twentieth and twenty-first centuries, they have constructed a literary corpus that moves them beyond those parameters. Gloria E. Chacón considers the growing number of contemporary Indigenous writers who turn to Maya and Zapotec languages alongside Spanish translations of their work to challenge the tyranny of monolingualism and cultural homogeneity. Chacón argues that these Maya and Zapotec authors reconstruct an Indigenous literary tradition rooted in an Indigenous cosmolectics, a philosophy originally grounded in pre-Columbian sacred conceptions of the cosmos, time, and place, and now expressed in creative writings. More specifically, she attends to Maya and Zapotec literary and cultural forms by theorizing kab'awil as an Indigenous philosophy. Tackling the political and literary implications of this work, Chacón argues that Indigenous writers' use of familiar genres alongside Indigenous language, use of oral traditions, and new representations of selfhood and nation all create space for expressions of cultural and political autonomy. Chacón recognizes that Indigenous writers draw from universal literary strategies but nevertheless argues that this literature is a vital center for reflecting on Indigenous ways of knowing and is a key artistic expression of decolonization.

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