Language acquisition Books
HarperCollins Publishers Speaking for IELTS With Answers and Audio
Book SynopsisIf your speaking is preventing you from getting the score you need in IELTS, Collins Speaking for IELTS can help.Don''t let one skill hold you back.If your speaking is preventing you from getting the score you need in IELTS, Collins Speaking for IELTS can help.Don''t let one skill hold you back.Contents consumer: Collins Speaking for IELTS has been specially created for learners of English who plan to take the IELTS exam to demonstrate that they have the required ability to communicate effectively in English, either at work or at university. It is ideal for learners with band score 5 5.5 who are aiming for band score 6 or higher on the IELTS test (CEF level B1 and above).This major new edition has been thoroughly updated and improved to make it even easier to use. Now in full colour, the book has a new layout and a series of brand new features to help students feel fully prepared for their IELTS exam: Enhanced answer keys with further explanations of why answers are right or wrong, or
£13.49
HarperCollins Publishers Geyte E Reading for IELTS With Answers
Book SynopsisIf your reading is preventing you from getting the score you need in IELTS, Collins Reading for IELTS can help.Don''t let one skill hold you back.Collins Reading for IELTS has been specially created for learners of English who plan to take the Academic IELTS exam to demonstrate that they have the required ability to communicate effectively in English at university. It is ideal for learners with band score 5 5.5 who are aiming for band score 6 or higher on the IELTS test (CEF level B1 and above).This major new edition has been thoroughly updated and improved to make it even easier to use. Now in full colour, the book has a new layout and a series of brand new features to help students feel fully prepared for their IELTS exam: Enhanced answer keys with further explanations of why answers are right or wrong, or ambiguous Watch out!' boxes that highlight common IELTS mistakes A revision checklist at the end of each section to remind students what they should do for each particular part of the examWhat is IELTS?The International English Language Testing System (IELTS) is the most common test used by universities for foreign students to prove their language level. IELTS is also increasingly used for immigration purposes, with many countries requiring visa applicants whose first language is not English to submit an IELTS grade. The system tests candidates' Reading, Writing, Listening and Speaking in four separate papers. Usually, students must gain a good mark in all four skills in order to gain entry to the course, job, or country of their choice. For this reason, candidates will often sit the exam numerous times to secure the score that they need.Powered by COBUILDThe 4-billion-word Collins corpus is the world''s largest database of the English language. It is updated every month and has been at the heart of Collins COBUILD for more than 30 years.
£13.49
Penguin Books Ltd The Bilingual Brain
Book SynopsisTrade ReviewAbsorbing and engagingly written. . . Costa is a charming and witty guide. This is a rigorous book about complex science but Costa has a winningly informal style, a deadpan wit, and mixes laboratory findings of cognitive neuropsychology with examples from everyday life, TV programmes, sports and politics -- Patrick McGuiness * Guardian *Enlightening and astonishing. . . very readable: the prose is gentle, anecdotal, witty, personal and balanced. . . Albert Costa (a Catalan-Spanish bilingual) died last year, and this book is a great testimony to his lifetime of research into the subject -- Tobias Jones * Observer *Fascinating. . . This engaging book explores just how multiple languages are acquired and sorted out by the brain. . . Costa's work derives from a great fund of knowledge, considerable curiosity and solidly scientific spirit -- Phillip Hensher * Spectator *Absorbing. . . Amiably written, and reader-friendly even when delving into the minutiae of bilingualism, this compact but data-dense book throws out some intriguing ideas about the relationship of dual-language use to attitudes and behaviour -- Boyd Tonkin * Art's Desk *A clear and approachable study by a renowned neurologist * Prospect *A fascinating primer on the science of language. . . Anyone with an inquisitive mind and an interest in language in general, and certainly bilingualism specifically, will find this book a compelling read -- Victoria Murphy * TES *Neuropsychologist Albert Costa spent two decades exploring bilingualism, and his book offers surprising insights * BBC Science Focus *
£10.44
American University in Cairo Press From Ibn Sina to Sindbad: A Guided Reader to
Book SynopsisA unique textbook of guided readings from the great works of Arabic prose for advanced level students of Classical Arabic literature From Ibn Sina to Sindbad makes some of the greatest works of the Golden Age of Arab Civilization accessible to Arabic students at the mid- to high-advanced level of proficiency, while also providing a ready curriculum for teachers of Advanced Arabic. It introduces students to classical Arabic literature through twenty guided readings of works spanning prose genres from travel writing to philosophy, science, religion, humor, and imaginative fiction, including texts by al-Jahiz, al-Kindi, Ibn Khaldun, and Ibn Rushd. Original texts are supplemented with supporting explanatory material, to make them accessible to students, who then progress through an extensive series of exercises to test their comprehension, develop interpretive and critical reading skills, and apply the linguistic structures to their own speaking and writing. Each of the twenty lessons is designed to stand alone for classroom use or individual study, making this a valuable resource for students and teachers alike.Trade Review"DiMeo and Hassan’s anthology of Classical Arabic texts is an accessible and entertaining textbook for the advanced Arabic student. It covers a wide range of topics and styles and the helpful vocabulary lists and comprehension questions are perfect for self-study."—Adam Talib, The American University in Cairo"This text will be a boon to the teacher of Classical Arabic. Not only does it contain a wide range of authentic texts, all with abundant support materials, but it also devotes attention to matters of culture and to skills such as analysis and presentation. It is a welcome addition to the resources currently available for the Classical Arabic classroom."—Kay Heikkinen, The University of ChicagoTable of ContentsIntroduction Lesson One: Biography of the Prophet—Ma’mar Ibn Rashid Lesson Two: Adab—Al-Jahiz Lesson Three: Philosophy—Al-Kindi Lesson Four: Ethnicity in Islam—Ibn Qutayba Lesson Five: Government and Leadership—Ibn ‘Abd RabbihLesson Six: Anthropology and Religion—Al-BiruniLesson Seven: Education—Ibn SinaLesson Eight: Religion vs. Philosophy I—Al-GhazaliLesson Nine: Religion vs. Philosophy II—Ibn RushdLesson Ten: Impressions of Europeans—Usama Ibn MunqidhLesson Eleven: Women in the Caliphal Court—Ibn al-Sa’i Lesson Twelve: Travel Literature—Ibn BattutaLesson Thirteen: History—Ibn KhaldunLesson Fourteen: Popular Storytelling—The Arabian NightsLesson Fifteen: Fantasy and Adventure—Sindbad the Sailor Lesson Sixteen: Moral Literature—Ibn al-Muqaffa Lesson Seventeen: The Maqamat—Al-Hariri Lesson Eighteen: Philosophical Novel—Ibn TufaylLesson Nineteen: Satire—Abu Al-‘Alaa’ al-Ma‘arriLesson Twenty: Animal Rights—Ikhwan al-Safa’Glossary of Vocabulary TermsResources for Further Study
£34.20
HarperCollins Publishers Listening for IELTS With Answers and Audio
Book SynopsisIf your listening is preventing you from getting the score you need in IELTS, Collins Listening for IELTS can help.Don''t let one skill hold you back.Collins Listening for IELTS has been specially created for learners of English who plan to take the IELTS exam to demonstrate that they have the required ability to communicate effectively in English, either at work or at university. It is ideal for learners with band score 5 5.5 who are aiming for band score 6 or higher on the IELTS test (CEF level B1 and above).This major new edition has been thoroughly updated and improved to make it even easier to use. Now in full colour, the book has a new layout and a series of brand new features to help students feel fully prepared for their IELTS exam: Pronunciation info boxes and helpful exercises Enhanced answer keys with further explanations of why answers are right or wrong, or ambiguous Watch out!' boxes that highlight common IELTS mistakes A revision checklist at the end of each section to
£13.49
Hawthorn Press Movement:Your Child's First Language: How music
Book SynopsisBased on whole body approaches to learning perfected by Sally Goddard Blythe and with songs by Michael Lazarev, this book gives us an essential overview of child growth from age three to seven years. It explains why movement and music are essential for healthy brain development and learning, and includes tried and tested exercises for helping children become school ready. Sally describes the neonatal reflexes and how children learn with their bodies, and explains the dangers of speeding up childhood.Two CDs of Michael Lazarev's 10 songs and exercises provide creative and enjoyable music and movement activities to help develop coordination and language skills, while the action-stories and nursery rhymes will encourage children to move, listen, and learn.This invaluable resource is suitable for parents, teachers, early-years educators, health visitors, paediatricians, special needs teachers and educational psychologists.
£21.25
John Wiley and Sons Ltd Blackwell Handbook of Language Development
Book SynopsisThe Blackwell Handbook of Language Development provides a comprehensive treatment of the major topics and current concerns in the field; exploring the progress of 21st century research, its precursors, and promising research topics for the future.Trade Review"Catapulting us full-speed into the twenty-first century, the 'Blackwell Handbook of Language Development' offers a stunning vista on contemporary knowledge about language development in our species. The mystery of the child's linguistic mind is laid bare while thoroughly explaining the important social and cognitive contexts in which it grows. The edition's eminent editors, Hoff and Shatz, offer brilliant insights, theoretical notes, and historical views that give depth and urgency to the field's looming modern questions, and the text's contributors are an international tour-de-force whose ingenious research provide a new look on the magic of human language learning. Fascinating accounts of language development in infancy, early childhood, later childhood, the bilingual child, and atypical language development are included. This must-read text will interest scholars, students, and professionals, alike, and will utterly satisfy all those who have ever marveled at the beauty of language or wondered about how our magnificent human mind discovered and learned it." Laura-Ann Pettito, Dartmouth College "Hoff and Shatz have gathered an important and lively set of new articles on child language learning with broad topical coverage, and considerable attention to foundational issues as well as recent empirical findings. Diverse points of view are well represented and explained. This collection would certainly be my choice as a text for advanced courses and seminars on language acquisition." Professor Lila Gleitman, University of Pennsylvania "The authors ... have risen to the monumental challenge of charting language development ... .The book successfully captures the complexities of language development across time." Canadian PsychologyTable of ContentsList of Contributors. Preface. 1. On the Development of the Field of Language Development: Marilyn Shatz (University of Michigan, Ann Arbor). Part I: Basic Foundations and Theoretical Approaches to Language Development:. Introduction. 2. The Neurodevelopmental Bases of Language: Valerie L. Shafer (City University of New York) and Karen Garrido-Nag (City University of New York). 3. Formal and Computational Constraints on Language Development: Helen Goodluck (University of York). 4. Domain-General Learning Capacities: Jenny R. Saffran (University of Wisconsin-Madison) and Erik D. Thiessen (Carnegie Mellon University). 5. How Inherently Social is Language?: Dare Baldwin (University of Oregon, Eugene) and Meredith Meyer (University of Oregon, Eugene). 6. Input and the Acquisition of Language: Three Questions: Virginia C. Mueller Gathercole (University of Wales, Bangor) and Erika Hoff (Florida Atlantic University). 7. The Emergence of Language: A Dynamical Systems Account: Julia L. Evans (San Diego State University). Part II: Language Development in Infancy:. Introduction. 8. Experiential Influences on Speech Perception and Speech Production in Infancy: Linda Polka (McGill University, Montreal), Susan Rvachew (McGill University, Montreal), and Karen Mattock (McGill University, Montreal). 9. Acquiring Linguistic Structure: LouAnn Gerken (University of Arizona, Tucson). 10. Cognitive Processes in Early Word Learning: Diane Poulin-Dubois (Concordia University, Montreal) and Susan A. Graham (University of Calgary). 11. Syntactic Supports for Word Learning: Letitia R. Naigles (University of Connecticut, Storrs) and Lauren D. Swensen (University of Connecticut, Storrs). Part III: Language Development in Early Childhood:. Introduction. 12. Phonological Development: Carol Stoel-Gammon (University of Washington, Seattle) and Anna Vogel Sosa (University of Washington, Seattle). 13. Mechanisms of Word Learning: Gil Diesendruck (Bar-Ilan University, Ramat-Gan, Israel). 14. The Abstract Nature of Syntactic Representations: Consequences for a Theory of Learning: Jeffrey Lidz (University of Maryland, College Park). 15. Conversational Understanding in Young Children: Michael Siegal (University of Trieste/University of Sheffield) and Luca Surian (University of Trieste). 16. Bilingual First Language Acquisition: Fred Genesee (McGill University, Montreal) and Elena Nicoladis (University of Alberta, Edmonton). Part IV: Language Development after Early Childhood:. Introduction. 17. Developing Linguistic Knowledge and Language Use Across Adolescence: Ruth A. Berman (Tel Aviv University). 18. Language and Literacy in Bilingual Children in the Early School Years: D. Kimbrough Oller (University of Memphis) and Linda Jarmulowicz (University of Memphis). 19. Second Language Acquisition in Childhood: Johanne Paradis (University of Alberta, Edmonton). Part V: Atypical Language Development:. Introduction. 20. Children with Specific Language Impairment: Bridging the Genetic and Developmental Perspectives: Mabel L. Rice (University of Kansas, Lawrence). 21. Atypical Language Development: Autism and Other Neurodevelopmental Disorders: Helen Tager-Flusberg (Boston University). 22. Reading and Reading Disorders: Heikki Lyytinen (University of Jyväskylä, Finland), Jane Erskine (Niilo Mäki Institute, Jyväskylä, Finland), Mikko Aro (Niilo Mäki Institute, Jyväskylä, Finland), and Ulla Richardson (University of Jyväskylä, Finland). Author Index. Subject Index
£42.26
Oxford University Press Linguistics
Book SynopsisLinguistics falls in the gap between arts and science, on the edges of which the most fascinating discoveries and the most important problems are found. Rather than following the conventional organization of many contemporary introductions to the subject, the author of this stimulating guide begins his discussion with the oldest, ''arts'' end of the subject and moves chronologically through to the newest research - the ''science'' aspects. A series of short thematic chapters look in turn at such areas as the prehistory of languages and their common origins, language and evolution, language in time and space (the nature of change inherent in language), grammars and dictionaries (how systematic is language?), and phonetics. Explication of the newest discoveries pertaining to language in the brain completes the coverage of all major aspects of linguistics from a refreshing and insightful angle. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.Table of ContentsFURTHER READING; INDEX
£9.49
Oxford University Press How Languages are Learned Oxford Handbooks for
Book SynopsisThis prize-winning, readable introduction to research in language acquisition is recommended reading for second language teachers worldwide.Trade ReviewHow Languages Are Learned, 4th edn. P. Lightbown & N. Spada. (2013) Oxford U. Press. ISBN 978-0-19-454126-8; 256pp+. This edition of the standard introductory work on this subject is over 20 pp. longer than the 3rd edition. A strong feature of this admirable book is its concise, clear summaries of important research findings. The chapters are; Language learning in early childhood, Second language learning (SLL), Individual differences in SLL, Explaining SLL, Observing learning and teaching in the SL classroom, SLL in the classroom, and Popular ideas about language learning revisited. Extra activities, study questions, and videos are available online at www.oup.com/elt/teacher/hlal * The Teacher Trainer Journal, Vol 29/3 *Table of ContentsIntroduction1. Language learning in early childhoodPreviewFirst language acquisitionExplaining first language acquisitionLanguage disorders and delaysChildhood bilingualismSummarySuggestions for further reading2. Second language learningPreviewLearner characteristicsLearning conditionsStudying the language of second language learners VocabularyPragmaticsPhonologySampling learners’ languageSummarySuggestions for further reading3. Individual differences in second language learningPreviewResearch on learner characteristicsIndividual differences and classroom instructionAge and second language learningAge and second language instructionSummarySuggestions for further reading4. Explaining second language learningPreviewThe behaviourist perspectiveThe innatist perspectiveThe cognitive perspectiveThe sociocultural perspectiveSummarySuggestions for further reading5. Observing learning and teaching in the second language classroomPreviewNatural and instructional settingsObservation schemesEthnographySummarySuggestions for further reading6. Second language learning in the classroomPreviewProposals for teachingAssessing the proposalsSummarySuggestions for further reading7. Popular ideas about language learning revisitedPreviewReflecting on the popular ideas: Learning from researchConclusion
£43.80
Multilingual Matters Researching and Teaching Speech Acts with Young
Book SynopsisThis book introduces the main concepts of pragmatics as they relate to the young English language learner classroom and research with young second language learners (YLLs). It considers the speech acts which are particularly relevant to YLLs and presents research findings on learners' development of speech act perception and production. It provides pre- and in-service second language (L2) teachers,teacher educators and researchers with an understanding of young learners' pragmatic development and with ideas for research-based approaches and specific classroom activities to help foster speech act development in the YLL classroom. Moving beyond the research methods traditionally employed in L2 pragmatics research, it also demonstrates how participant-centred data elicitation methods can be effective when conducting research with children. This book will appeal to researchers, advanced undergraduate and postgraduate students in applied linguistics and TESOL,as well as pre- and in-service primary school L2 teachers and teacher educators.
£33.20
John Wiley and Sons Ltd First Language Acquisition
Book SynopsisFirst Language Acquisition: The Essential Readings is a collection of pioneering classics that provide a framework for understanding current work in each of the basic areas of language acquisition: morphology, phonology, syntax, semantics, and pragmatics. Collects classic works that provide the foundation for current research in the field of first language acquisition. Includes selections from Noam Chomsky, Jean Piaget, Eric Lenneberg and Roman Jakobson, as well as others who contributed groundbreaking discoveries, insights, concepts, and methods. Presents framework for understanding current work in each of the basic areas of language acquisition: morphology, phonology, syntax, semantics, and pragmatics. Provides valuable resource for students and scholars of language acquisition, cognitive development, and cognitive science. Trade Review"This volume is undoubtedly an outstanding compilation of classic papers on first language acquisition." The Linguist List "An excellent selection of the classic readings in the science of language development, one that I have dearly missed until now. It is a perfect set of background readings for students and researchers interested in the intellectual roots of the field." Steven Pinker, Harvard University, and author of The Language Instinct and Words and Rules: The Ingredients of Language "A well-chosen treasure-house of key readings. They provide a superb grounding for anyone studying child language." Jean Aitchison, University of Oxford "This reader is a great addition to the field, bringing together some of the classic literature that has stimulated debate on the nature of language acquisition for years. Its depth and breadth, in both philosophical and linguistic approaches to the problem, ensure that this volume will soon be a classic itself." Katherine Demuth, Brown University "An excellent collection of classic works, highlighting contributions taking a linguistic approach to the subject of language acquisition." Diane Lillo-Martin, University of ConnecticutTable of ContentsIntroduction: Barbara C. Lust (Cornell University) and Claire Foley (Massachusetts Institute of Technology). Part I: Theory of Language Acquisition:. 1. Selections from Knowledge of Language: Its Nature, Origin, and Use: Noam Chomsky (Massachusetts Institute of Technology). 2. A Review of B.F. Skinner’s Verbal Behavior: Noam Chomsky (Massachusetts Institute of Technology). 3. Selections from The Psychology of the Child: Jean Piaget and Bärbel Inhelder. 4. Language and Learning: The Debate between Jean Piaget and Noam Chomsky: Massimo Piattelii-Palmarini (editor). 5. Selections from Comparative Linguistics and Language Acquisition: Hermine Sinclair (late of University of Geneva). Part II: The Nature-Nurture Controversies:. Nature: Biology. 6. Selections from The Biological Foundations of Language: Eric H. Lenneberg (late of Harvard University). 7. Language and the Brain: Norman Geschwind. 8. Selections from The Bisected Brain: Michael S. Gazzaniga (Dartmouth College). 9. The Linguistic Development of Genie: Susan Curtiss (UCLA), Victoria Fromkin (late of UCLA), Stephen Krashen (USC), David Rigler, & Marilyn Rigler. Nurture: Role of the Input. 10. Derivational Theory and Order of Acquisition in Child Speech: Roger Brown (late of Harvard University) and Camille Hanlon (Connecticut College). 11. Talking to Children: A Search for Universals: Charles A. Ferguson (late of Stanford University). 12. Learning by Instinct: James L. Gould (Princeton University) & Peter Marler (University of California, Davis). Mechanisms of Development. 13. Selections from Language and Experience: Evidence from the Blind Child: Barbara Landau (Johns Hopkins University) & Lila R. Gleitman (University of Pennsylvania). 14. Selections from Language Learnability and Language Development: Steven Pinker (Harvard University). 15. Selections from Learnability and Cognition: Steven Pinker (Harvard University). 16. Selection from Language Acquisition and Cognitive Development: H. Sinclair-deZwart (late of University of Geneva). 17. Selections from Cognitive Prerequisites for the Development of Grammar: Dan I. Slobin (University of California, Berkeley). Part III: Areas of Language Knowledge:. Morphology. 18. The Child’s Learning of English Morphology: Jean Berko (Gleason) (Boston University). 19. Selections from A First Language: Roger Brown (late of Harvard University). Phonology. Speech Perception. 20. Speech Perception in Infants: Peter D. Eimas (Brown University), Einar R. Siqueland (Brown University), Peter Jusczyk (late of Johns Hopkins University), and James Vigorito. Speech Production. 21. The sound laws of child language and their place in general phonology: Roman Jakobson (late of MIT). 22. Universal Tendencies in the Child’s Acquisition of Phonology: N.V. Smith (University College London). 23. The acquisition of phonemic representation: David Stampe (University of Hawai'i, Manoa). Syntax. 24. Selections from The Problem of Serial Order in Behavior: K.S. Lashley (late of Harvard University). 25. The Study of Adam, Eve, and Sarah: Roger Brown (late of Harvard University). 26. Syntactic Regularities in the Speech of Children: E.S. Klima (University of California, San Diego) and Ursula Bellugi (Salk Institute for Biological Studies). 27. The Reduction Transformation and Constraints on Sentence Length: Lois Bloom (Columbia University). Semantics and Pragmatics. 28. The young word maker: A case study of innovation in the child’s lexicon: Eve V. Clark (Stanford University). 29. Strategies for Communicating: Eve V. Clark (Stanford University). Index
£40.46
Channel View Publications Ltd Bilingual First Language Acquisition
Book SynopsisIncreasingly, children grow up hearing two languages from birth. This comprehensive textbook explains how children learn to understand and speak those languages. It brings together both established knowledge and the latest findings about different areas of bilingual language development. It also includes new analyses of previously published materials. The book describes how bilingually raised children learn to understand and use sounds, words and sentences in two languages. A recurrent theme is the large degree of variation between bilingual children. This variation in how children develop bilingually reflects the variation in their language learning environments. Positive attitudes from the people in bilingual children's language learning environments and their recognition that child bilingualism is not monolingualism-times-two are the main ingredients ensuring that children grow up to be happy and expert speakers of two languages.Trade ReviewThis book has everything the student needs. The survey of the literature is thorough and each study is related to the core "big issues" of language balance, language differentiation, lexical overlap, and language interaction. De Houwer explains in detail the use of important tools such as auditory preference measures, the Communicative Development Inventory, and the CHILDES bilingual database in ways that will allow the student to begin real research projects. The exposition is crowned by a final chapter on what it means for two languages to exist harmoniously in the young bilingual. This is a masterful introduction to one of the fastest growing areas in language studies. -- Brian MacWhinney, Department of Psychology, Carnegie Mellon University, USAThe study of bilingual first language acquisition has truly come of age with the publication of a first textbook devoted to this fascinating topic. De Houwer's highly readable volume is both comprehensive and stimulating in its presentation of various aspects of bilingual language development - a must-read for students embarking on this field of research. -- Elizabeth Lanza, Department of Linguistics and Scandinavian Studies, University of Oslo, NorwayA timely contribution to a field gradually coming into its own, this is the first textbook to focus on bilingual first-language eLl) acquisition. With its userfriendly presentation, this volume should be accessible to an interdisciplinary readership and could help to popularize the field. -- Virginia Yip, Chinese University of Hong Kong * Studies in Second Language Acquisition, Volume 32, Number 3, September 2010 *Table of ContentsChapter 1 Introducing Bilingual First Language Acquisition Chapter 2 Bilingual Children's Language Development: An Overview Chapter 3 Research Methods in BFLA Chapter 4 Socializing Environments and BLFA Chapter 5 Sounds in BFLA Chapter 6 Words in BFLA Chapter 7 Sentences in BFLA Chapter 8 Harmonious Bilingual Development
£28.45
Cambridge University Press Cambridge IGCSE French as a Foreign Language
Book SynopsisA flexible suite of resources providing full coverage of the Cambridge IGCSE? (0520), IGCSE (9-1) (7156) French as a Foreign Language syllabuses for examination 2021. With a skills-based approach and an international outlook, this coursebook with digital access promotes a deeper understanding of French language and culture in francophone countries around the world. Engaging texts, images and audio enhance the activities in the coursebook and help students develop language skills. Revision sections and clear learning objectives encourage self-assessment and support students through the Cambridge IGCSE?, IGCSE (9-1) and O Level French as a Foreign Language courses
£46.41
HarperCollins Publishers Learn German with Paul Noble German made easy
Book SynopsisNo grammar tests. No memory drills. No chance of failure. Welcome to Learn with Paul Noble – a unique, tried and tested language learning method that has been used by almost a million people to speak fluently and confidently in no time at all.Trade ReviewReview of Paul Noble Method by The City Magazine:“Relaxing and listening to the CDs, I found that I seemed to absorb the phrases taught, without even consciously trying, and quickly felt confident enough to play around with the different components and make my own sentences.” Reviews by Amazon customers:“This is the most remarkable language course imaginable. I've tried several courses but this is on another planet. It is amazing!!!”“Paul Noble has a very relaxing and informal style to his teaching… I can already tell that my spoken French has improved permanently.”“At last, an easy way to learn a language! Easy to understand plus an easy one to pop into the car CD player and use on the move, so no more 'I haven't the time…’”“The language is explained in a simple way and the teacher doesn't use complex grammar terms… For me, though, the absolute best thing about it is that it has allowed me to speak in full, proper sentences in French… A fantastic course and a well deserved 5 stars!”“I am pleased to report that this is really good fun to use because as you listen you are encouraged to CREATE VOCABULARY AND PHRASES FOR YOURSELF out of the bits of structure that you are picking up. Not only is it a completely non-threatening process but it is also entertaining in itself.”“For those who love languages but struggle to learn them this is a wonderful resource.“
£37.49
Channel View Publications Ltd Collaborative Writing in L2 Classrooms
Book SynopsisIn this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.Trade ReviewAt last, a definitive treatment of collaborative writing in second language classrooms! Storch lays out compelling theoretical, empirical and pedagogical rationales for collaborative writing, convincing the reader of its positive impact on language learning. Aware of the challenges teachers face in implementing in-class and online (e.g. wikis) collaborative activities, she provides practical suggestions about task choice, and the collaborative relationships most conducive to language learning. She addresses both cognitive and social-emotive aspects of pair/group work, calling for longitudinal, qualitative research in diverse language learning contexts. -- Merrill Swain and Sharon Lapkin, The Ontario Institute for Studies in Education, CanadaIn this accessible yet authoritative book, Neomy Storch has provided the field with an illuminating, comprehensive, and novel understanding of the role that collaboration (through writing) and L2 writing (in collaborative environments) can play in advancing L2 competencies. The book is therefore a most welcome addition to the expanding SLA-oriented L2 writing scholarship. -- Rosa M. Manchón, University of Murcia, SpainCollaborative writing is one of the most exciting new directions in second language writing research and instruction. In this book, Neomy Storch, a leader in this important development, lays a foundation by providing a clear and succinct overview of theoretical and research insights from a wide range of intellectual traditions, including second language acquisition, sociocultural theory, composition studies and, of course, second language writing. This book is a great introduction for teachers who wish to understand the rationale behind collaborative writing and for researchers who wish to identify questions for further explorations of this relatively young yet promising research area with practical implications. -- Paul Kei Matsuda, Arizona State University, USAThis new publication will be undoubtedly welcomed by practitioners as an authoritative book in the field of L2 writing, especially for those interested in practical methods of incorporating collaborative writing in class. Researchers too may benefit from the identification of questions for further exploration in an area that is still, by and large, underexplored and in which, according to the author, only a small number of published studies have appeared to date. -- Brett Cumming, Aichi Prefectural University, Japan * JALT Journal, 37.1 *Grounded in a very thorough knowledge of this field, this volume, by one of its leading researchers who is also an experienced ESL and EAP teacher, is a valuable resource. I am happy to recommend it to both teachers and researchers with an interest in collaborative writing. -- Rosemary Wette, University of Auckland, New Zealand in TESOLANZ Journal (2015)Table of ContentsPreface Chapter 1: Introduction Chapter 2: Theoretical and Pedagogical Rationale for Collaborative L2 Writing Chapter 3: Collaborative Writing: L2 Learning and Practice Opportunities Chapter 4: Factors Affecting Languaging in Collaborative Writing Chapter 5: Collaborative Writing and Language Learning Chapter 6: Learners’ Perspectives of Collaborative Writing Chapter 7: Computer Mediated Collaborative Writing Chapter 8: Conclusion: Pedagogical Implications and Research Directions
£23.70
Peter Lang AG Classroom-Based Language Assessment
Book SynopsisWhile research into aspects of standardised language tests is growing, the area of classroom-based language assessment (CBLA) is still not well-defined and relatively under-researched. Studies investigating CBLA practices within the ESL/EFL school contexts as well as the tertiary level have stressed the need for further research as the picture is not yet complete. The volume aims to address this challenge by presenting a wide scope of research interests that discuss theoretical and practical underpinnings of CBLA. It is also meant to promote the notion of CBLA for a wide membership of the language teaching and testing community covering topics that consider both realities and prospects of CBLA in the assessment world.Table of ContentsContents: Pauline Rea-Dickins: Foreword. Formative Assessment: Scoping the Horizons – Matthew E. Poehner/Rumia Ableeva: Dynamic Assessment and Learner Engagement in the Activity of Development – Liz Hamp-Lyons/Nicole Tavares: Interactive Assessment - A Dialogic and Collaborative Approach to Assessing Learners’ Oral Language – Janna Fox/Peggy Hartwick: Taking a Diagnostic Turn: Reinventing the Portfolio in EAP Classrooms – Christine Doe: The Integration of Diagnostic Assessment into Classroom Instruction – Yuko Goto Butler/Wei Zeng: The Roles that Teachers Play in Paired-assessments for Young Learners – Sehnaz Sahinkarakas/Kagan Buyukkarci: Teachers’ Perceptional Changes on Formative Assessment Practices – Barbara Blair/Eli Moe/Bente Barsnes: Impact of Norwegian Government Assessment Policies on ESL Classroom Practices – Mirja Tarnanen/Ari Huhta: Foreign Language Assessment and Feedback Practices in Finland – Jo Lewkowicz/Elżbieta Zawadowska-Kittel: Classroom-based Assessment: the Polish Experience – Dina Tsagari: Investigating the ‘Assessment Literacy’ of EFL State School Teachers in Greece – Liying Cheng: Supporting Student Learning: Assessment of Learning and Assessment for Learning.
£44.96
Oxford University Press MYP English Language Acquisition Proficient Print
Book SynopsisDeveloped directly with the IB to be fully integrated with the revised MYP Language Acquisition framework, for first teaching in 2020. This comprehensive, inquiry-based resource equips learners to acquire and practice essential language skills while developing wider conceptual and contextual awareness. An inquiry-led, concept-based approach applies key and related concepts to relevant learning material, helping you fully deliver the MYP approach and build meaningful conceptual connections. Fully comprehensive, the resource addresses all the topics suggested in the MYP Language Acquisition Framework to help learners progress confidently into the Diploma Programme.
£59.37
Multilingual Matters Teaching Languages to Students with Specific
Book SynopsisThis book is intended to help language teachers to work effectively and successfully with students who have Specific Learning Differences (SpLDs). It enables teachers to gain a thorough understanding of the nature of SpLDs and how these affect both general learning processes and the mechanisms of second language acquisition. In addition, the book explores the particular inclusive methods and techniques of teaching and assessment that foster success in language learning. Language teaching is embedded in a wider social and educational context, and therefore the book also provides an in-depth discussion of general educational issues related to identifying and disclosing disabilities and to making transitions from one institution to the other. The content has been thoroughly updated and revised for the second edition, particularly in the areas of inclusive pedagogies, new evidence-based methods and tools for identifying SpLDs, and new conceptualisations of neurodiversity. The book also includes the latest research on assessment, transition and progression, and the impact of SpLDs on additional language learning.Trade ReviewThis timely and informative book addresses the impact of specific learning differences (SpLDs) on learning additional languages and the knowledge and teaching strategies that teachers need to enhance the language learning of SpLDs. This accessible volume promises to be a useful companion for teacher educators in teacher training and in-service contexts. * Esther Geva, University of Toronto, Canada *This book provides a comprehensive overview of how to teach languages to learners with SpLDs. The practical tips included are immensely beneficial for anyone engaged in language teaching. This is a book that every language teacher should keep as a guide for everyday use, and an extremely valuable resource for teacher education programmes. * Bimali Indrarathne, University of York, UK *I am excited about the second edition of this book, and I am truly looking forward to using it in my teaching! The writing style is very accessible, even for those for whom English is not their L1, and the summary of key points at the end of each chapter will be a useful tool for students. * J. Buendgens-Kosten, Goethe University Frankfurt, Germany *Table of ContentsPreface Chapter 1. Discourses of Disability in Education Chapter 2. What are Specific Learning Differences? Chapter 3. The Impact of SpLDs on Learning Additional Languages Chapter 4. Identification and Disclosure Chapter 5. Inclusive Language Teaching Chapter 6. Techniques for Inclusive Language Teaching Chapter 7. Assessment of the Language Skills of Language Learners with SpLDs Chapter 8. Transition and Progression Appendices References Index
£26.96
Oxford University Press The Oxford Handbook of Word Classes
Book SynopsisThis handbook explores multiple facets of the study of word classes, also known as parts of speech or lexical categories. These categories are of fundamental importance to linguistic theory and description, both formal and functional, and for both language-internal analyses and cross-linguistic comparison. The volume consists of five parts that investigate word classes from different angles. Chapters in the first part address a range of fundamental issues including diversity and unity in word classes around the world, categorization at different levels of structure, the distinction between lexical and functional words, and hybrid categories. Part II examines the treatment of word classes across a wide range of contemporary linguistic theories, such as Cognitive Grammar, Minimalist Syntax, and Lexical Functional Grammar, while the focus of Part III is on individual word classes, from major categories such as verb and noun to minor ones such as adpositions and ideophones. Part IV provideTable of Contents1: Eva van Lier: Introduction Part I. Fundamental issues 2: Martin Haspelmath: Word class universals and language-particular analysis 3: Walter Bisang: Levels of analysis and word classes (root, stem, word) 4: Kasper Boye: Lexical versus functional words 5: Andrej L. Malchukov: Transcategorial operations 6: William A. Foley: Word class systems and other grammatical properties Part II. Theoretical approaches 7: Yoad Winter: Word classes in Formal Semantics 8: Cristiano Broccias: Word classes in Cognitive Grammar 9: Evelien Keizer: Word classes and gradience 10: J. Lachlan Mackenzie: Lexeme classes and word classes in Functional Discourse Grammar 11: William Croft: Word classes in Radical Construction Grammar 12: Hedde Zeijlstra: Word classes in Minimalist Syntax 13: Jan Don: Lexical categories in Distributed Morphology 14: Frank Van Eynde: Word classes in Head-driven Phrase Structure Grammar 15: Mary Dalrymple and Ida Toivonen: . Word classes in Lexical Functional Grammar Part III. Specific word classes 16: Alexander Letuchiy: Verbs 17: Jan Rijkhoff: Nouns 18: David Beck: Adjectives 19: Kees Hengeveld: Adverbs 20: Borja Herce: Adpositions 21: Holger Diessel: Demonstratives 22: Mark Dingemaanse: Ideophones 23: Mark Dingemaanse: Interjections Part IV. Word classes in genetic and areal language groups 24: Elsa Oréal and Martine Vanhove: Word classes in Egyptian, Semitic, and Cushitic (Afroasiatic) 25: Denis Creissels: Word classes in Mande languages 26: Dana Louagie: Word classes in Australian languages 27: Paolo Ramat: Word classes in Indo-European languages 28: Walter Bisang: Word classes in classical Chinese (Sinitic) 29: Donna B. Gerdts and Lauren Schneider: Word classes in Salish languages 30: Karen Michelson: Word classes in Iroquoian languages 31: Marianne Mithun: Word classes in Eskimo-Aleut languages 32: Valentina Vapnarsky: Word classes in Mayan languages 33: Françoise Rose: Word classes in Maweti-Guaraní languages 34: Pieter Muysken: Word classes in Quechuan languages 35: Ulrike Mosel: Word classes in Austronesian languages 36: Marian Klamer: Word classes in Timor-Alor-Pantar and the Papuan region 37: Vadim Kimmelman and Carl Börstell: Word classes in sign languages Part V. Word classes in linguistic sub-disciplines 38: Natalia Levshina: Word classes in corpus linguistics 39: Aaron K. Smith: Word classes and grammaticalization 40: Sabine Stoll: Word classes in first language acquisition 41: Seth Lindstromberg and Frank Boers: Word classes in second language acquisition 42: Yaron Matras and Evangelia Adamou: Word classes in language contact 43: Paul Ibbotson: Word classes in psycholinguistics 44: David Kemmerer: Word classes in neurolinguistics 46: Meladel Mistica, Ekaterina Vylomova, and Francis Bond: Word classes in computational linguistics and artificial intelligence
£160.00
Channel View Publications Ltd Reversing Language Shift
Book SynopsisThis superbly organised presentation consists of four introductory theoretical chapters dealing with the why, what and how of RLS, six chapters devoted to 13 separate cases from various parts of the world and four concluding chapters that both restate the underlying theory as well as apply it more broadly, beyond the mother tongue transmission nexus, to second language for which intergenerational continuity is pursued precisely as second languages.Table of ContentsAuthor’s Preface LANGUAGE SHIFT AND REVERSING LANGUAGE SHIFT: INTRODUCTORY CONSIDERATIONS 1. What This Book as About and Why lt is Needed 2. Why Try to Reverse Language Shift and Is It Really Possible To Do So? 3. ‘Where' and 'Why' Does Language Shift Occur and How Can It Be Reversed? Locating Language Shift in Social Space and in Societal Dynamics 4. How Threatened is 'Threatened'? A Typology of Disadvantaged Languages and Ameliorative Priorities CASE STUDIES: A BAKER’S DOZEN FROM SEVERAL CONTINENTS 5. Irish: What More Can Be Done? 6. The Cases of Basque and Frisian 7. Four American Examples: Navajo, Spanish and Yiddish (Secular and Ultra·Orthodox) 8. Maori: The Native Language of New Zealand 9. Prospects for Reversing Language Shift in Australia: Evidence from its Aboriginal and Immigrant Languages 10. Three Success Stories (More or Less): Modern Hebrew, French in Quebec and Catalan in Spain RELATED ISSUES AND RECAPITULATION 11. On RLS-Focused Language Planning and on Dialect-Standard Issues and Corpus Planning in Particular 12. The lntergenerational Transmission of 'Additional' Languages for Special Purposes 13. Limitations on School Effectiveness in Connection with Mother Tongue Transmission 14. Theoretical Recapitulation: What is Reversing Language Shift (RLS) and How Can It Succeed?
£28.45
Multilingual Matters Learning Strategy Instruction in the Language
Book SynopsisThis comprehensive collection, comprising both theoretical and practical contributions, is unique in its focus on language learning strategy instruction (LLSI). The chapters, written by leading international experts, embrace both sociolinguistic and psycholinguistic perspectives. The issues presented include different models of strategy instruction and how they can be tailored according to context and the learners’ age and attainment level. The collection will be an important resource for researchers in the field, both for its critical perspectives and its guidance on collaborating with teachers to design interventions to implement strategy instruction. It also identifies key areas for research, including the teaching of less studied groups of strategies such as grammar and affective strategies. The book will prove equally valuable to language teachers through the provision of detailed teaching materials and tasks. Those engaged in professional development, whether pre- or in-service teacher education, will find a wealth of concrete ideas for sessions, courses and assignments.Trade ReviewThis long-overdue edited collection explores a variety of topics regarding strategy instruction in relation to theory, research, and practice. Its implications for the learner and the teacher are enormous. I highly commend this book, which is undoubtedly a must-read for those interested in strategy instruction in the L2 classroom. * Osamu Takeuchi, Kansai University, Japan *Chamot and Harris should be applauded for the wonderful work presented in this fine collection. They are both champions of language learning strategy research and practice, and this book well represents their action and achievement. Through this work Chamot’s legacy will also be strongly remembered. Such work will continue to benefit language learners around the world in the years to come. * Lawrence Zhang, University of Auckland, New Zealand *This book brings together a range of different perspectives on language learner strategies. The authors consider important issues related to strategy instruction design, including questions of theory as well as practical concerns, the role of the teacher, self-regulation and autonomy and feedback, making it valuable to a range of readers. * Suzanne Graham, University of Reading, UK *This book is suitable for anybody who is interested in research on LLS and LLSI. The "Questions" proposed at the end of each chapter could all become topics for future research by both expert scholars and novice researchers. Supported by the work in this volume, we anticipate the start of a new era of LLSI with interdisciplinary support. -- Lixiang Gao, Northeast Normal University, China * System, 2020 *It goes without saying that the edited collection will be of enormous value to practitioners, materials writers, and researchers alike, providing them with comprehensive information on multifarious up-to-date issues in the domain of LLS and LLSI, the decisions involved in undertaking strategy instruction as well as the areas in this respect that are worthy of exploration. -- Olga Trendak, University of Łódź, Poland * SSLLT 8 (4) *The book not only invigorates explicit and integrated teaching of language learning strategies but also is a timely contribution to the knowledge base on theoretical issues and key implications that will benefit both language teacher educators and researchers. -- Saeed Karimi-Aghdam, Nord University, Norway * The Journal of Applied Linguistics and Applied Literature, Volume 8, Issue 2 *Table of ContentsForeword. Cynthia White Introduction. Anna U. Chamot and Vee Harris Part 1. Issues: Models and Contexts Chapter 1. Luke Plonsky: Language Learning Strategy Instruction: Recent Research and Future Directions Chapter 2. Peter Yongqi Gu: Approaches to Learning Strategy Instruction Chapter 3. Vee Harris: Diversity and Integration in Language Learning Strategy Instruction Chapter 4. Do Coyle: Designing Strategic Classrooms: Self-assessment in Enabling Self-regulated Learning Chapter 5. Ernesto Macaro: Language Learner Strategies and Individual Differences Chapter 6. Marcella Menegale: Integrating Language Learning Strategy Instruction into Content and Language Integrated Learning Programs Part 2. Issues: Less Studied and Less Taught Groups of Strategies Chapter 7. Miroslaw Pawlak: Grammar Learning Strategies Instruction in the Foreign Language Classroom: The Case of Students in Degree Programs in English Chapter 8. Anna Uhl Chamot and Vee Harris: Language Learning Strategy Instruction for Critical Cultural Awareness Chapter 9. Andrew D. Cohen: Strategy Instruction for Learning and Performing Target-language Pragmatics Part 3. Implications: The Learners Chapter 10. Pamela Gunning, Joanna White, and Christine Busque: Designing Effective Strategy Instruction: Approaches and Materials for Young Language Learners Chapter 11. Angeliki Psaltou-Joycey: Designing Materials and Guidelines for Language Learning Strategy Instruction Chapter 12. Anna Uhl Chamot: Differentiation in Language Learning Strategy Instruction Chapter 13. Jill Robbins: Teaching Language Learning Strategies with Technology Part 4. Implications: The Teachers Chapter 14. Christina Gkonou and Rebecca L. Oxford: Teachers’ Formative Assessment, Reflection, and Affective Strategy Instruction in Language Learning Strategy Instruction Teacher Education Chapter 15. Joan Rubin and Claudia Acero Rios: Empowering Teachers to Promote Learner Self-Management Chapter 16. Anna Uhl Chamot, Vee Harris, Carol Griffiths, Pamela Gunning, Martha Nyikos and Birsen Tutüniș: Teacher Education for Language Learning Strategy Instruction: Approaches and Activities Chapter 17. Christine Goh: What We Still Need to Learn About Language Learning Strategies Instruction: Research Directions and Designs Afterword. Anna Uhl Chamot and Vee Harris
£31.46
Multilingual Matters Language Learning and Teaching in a Multilingual
Book SynopsisThe majority of people around the world live in multilingual societies, and so it follows that plurilingualism should be considered normal. This book proposes a flexible and adaptive framework for designing and implementing language learning environments and tasks, which will be useful for practitioners working in classrooms where many languages are already spoken. The authors begin by presenting a state-of-the-art review of current research on language learning, language teaching and multilingual language acquisition. This is followed by a qualitative review of 37 multilingual research projects, which are treated as case studies to inform the practical guidance that constitutes the remainder of the book. The information and practical framework contained within this book will be of interest to researchers, teachers and teacher educators.Trade ReviewThis book is an essential resource for researchers and students concerned with the design, empirical investigation and evaluation of language learning environments in multilingual contexts. It provides a wide-ranging and admirably compact overview of theoretical issues, summarizes and comments illuminatingly on 37 published case studies, and explores the practicalities of programme design. An indispensable reference tool and handbook. * David Little, Trinity College Dublin, Ireland *This book focuses on how recent research findings on language learning have been implemented in classrooms. As French academics with strong connections to the North African, European and Anglophone spheres, the authors offer a fresh and dynamic take on issues associated with multilingualism and language teaching around the world. * Jean-Marc Dewaele, Birkbeck, University of London, UK *[This] book is interesting and clear. It coheres throughout all its chapters, yielding a smooth and pleasant reading and showing the way in which the researchers move from straightforward objectives from the very beginning [...] The 37 case studies are an open proposition for continuing research, inspiring teachers, and language educators to try out and explore with students. -- Verónica V Ghirardotto, Universidad Nacional de Córdoba, Argentina * LINGUIST List 32.908 *Table of ContentsIntroduction PART I - Reference Theories: Inter-Relationships and Complementarities Chapter 1. Neurophysiology, Cognition and Language Chapter 2. Language and Cognitive Development in a Plurilingual Perspective Chapter 3. Multilingual Practices Chapter 4. Psycholinguistics and SLA: Useful Constructs Revisited Chapter 5. Cultures, Affects and Identities Chapter 6. The Potential of Information and Communication Technology for Language Learning Chapter 7. Context PART II - Multilingual Practices in Action Chapter 8. Organisation of the Study Chapter 9. North America Chapter 10. Africa Chapter 11. European Large-Scale Projects and Intercomprehension Networks Chapter 12. European Small-Scale Projects Chapter 13. Telecollaboration Chapter 14. Learning Languages in Multilingual Contexts: Where are we Now? Chapter 15. When Theory and Practice Meet PART III - Designing Contextualised Language Learning Environments in a Plurilingual Perspective Chapter 16. Multilingual Language Learning and ICT Chapter 17. Designing Courses and Tasks in a Multilingual Perspective Chapter 18. Modelling the Work Bibliography
£28.45
HarperCollins Publishers My book is my friend
Book SynopsisCollins Big Cat Arabic Reading Programme is a guided reading series for ages 3 to 11. The series is structured with reference to the learning progression of Arabic at nursery and primary schools researched especially for Collins. This carefully graded approach allows children to build up their reading knowledge of Arabic step by step.
£6.51
HarperCollins Publishers Karims new kumma
Book SynopsisCollins Big Cat Arabic Reading Programme is a guided reading series for ages 3 to 11. The series is structured with reference to the learning progression of Arabic at nursery and primary schools researched especially for Collins. This carefully graded approach allows children to build up their reading knowledge of Arabic step by step.Level 9 books are similar in complexity to level 8, with strong patterns and similar events and episodes. Non-fiction titles use non-fiction tools including signs, labels, captions and diagrams where necessary. Single-word spacing is used from level 9 upwards. In addition, very high-frequency words appear consistently without vowel markings. These features will help the students get used to the traditional norms of printed Arabic.Kareem and his family have gone on a road trip in Oman, from Sohar to Sur. They wanted to watch the baby green turtles, but got more than they expected!
£7.03
HarperCollins Publishers Essential Mandarin Chinese in 2 hours with Paul
Book SynopsisNo grammar tests. No memory drills. No chance of failure.Welcome to Learn with Paul Noble a unique, tried and tested language learning method that has been used by almost a million people to speak fluently and confidently in no time at all.Take a simple, relaxed approach to learning a language that has been proven to succeed every time. Unlike more traditional language learning courses, Paul Noble's unique method has no grammar tests, no memory drills and no chance of failure. Whatever your experience with languages, this is the course to get you speaking Spanish quickly, easily, and effortlessly. Just listen, interact and learn wherever you are.In this Audio CD, Paul will introduce you to the basics of the Spanish language and guide you through 2 hours of practical, everyday scenarios that will build your confidence.Two native-speaking Mandarin experts (male and female) will help you to perfect your pronunciation as you progress through the course and allow you to quickly make your nTrade ReviewPraise for other titles in the Paul Noble range: ‘More than I ever managed in five years of French at school.’Tom Meltzer, The Guardian ‘I seemed to absorb the phrases taught, without even consciously trying, and quickly felt confident enough to make my own sentences.’Penelope M. Walsh, Canary Wharf Magazine
£16.31
HarperCollins Publishers How to Fight Fear
Book SynopsisCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. The 7+ books are designed for children aged 7+ who need more practice to acquire phonics skills. They have age-appropriate content, more mature images, and are fully aligned to Letters and Sounds Phases 35.This non-fiction book explores fear: what it is, why we feel it and how to overcome it. We learn about fight or flight in the animal kingdom, as well as examples of human physical fears (like spiders) and mental fears (like school worry). We all feel afraid sometimes, and that's okay. What we need to do is not let our fears control us.Blue/Band 4 books offer longer, repeated patterns with sequential events and integrated literary and natural language.The focus sounds in this book are: /ch/ /sh/ /th/ /ng/ /ai/ /ee/ /igh/ /oa/ /oo/ /oo/ /ar/ /or/ /ur/ /ow/ /oi/ /ear/, and adjacent consonants.Pages 22 and 23 allow children to re-visit the content of
£9.30
HarperCollins Publishers Collins International English Foundation Plus
Book SynopsisCollins International English Foundation and Foundation Plus provide inspirational, fun and age-appropriate learning for children in early years and kindergarten classes.The materials have been developed in consultation with expert practitioners to be easy to use in the classroom and to support children following a range of early years curricula and who are preparing for their first year of primary education in an international school, including schools following the Cambridge Assessment International Education primary framework.The course introduces young children to phonics and early literacy skills in an age-appropriate way through topic-based discovery and activity-based learning, with plenty of opportunities to explore books and reading through games and hands-on exploration. Careful progression ensures children develop the skills they need to be ready for English in their first year of primary and beyond.Each level comprises Activity Books A, B and C one for each term supported
£7.39
HarperCollins Publishers Collins International English Foundation Plus
Book SynopsisCollins International English Foundation and Foundation Plus provide inspirational, fun and age-appropriate learning for children in early years and kindergarten classes.The materials have been developed in consultation with expert practitioners to be easy to use in the classroom and to support children following a range of early years curricula and who are preparing for their first year of primary education in an international school, including schools following the Cambridge Assessment International Education primary framework.The course introduces young children to phonics and early literacy skills in an age-appropriate way through topic-based discovery and activity-based learning, with plenty of opportunities to explore books and reading through games and hands-on exploration. Careful progression ensures children develop the skills they need to be ready for English in their first year of primary and beyond.Each level comprises Activity Books A, B and C one for each term supported
£8.33
HarperCollins Publishers Reptiles Break Rules
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Some reptiles like to surprise us and break all the rules! Discover the three-eyed reptile, the reptile that can grow a new tail and the reptile that can walk on water in this fascinating non-fiction book by Isabel Thomas.Pages 22 and 23 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.
£8.57
Oxford University Press The Oxford Handbook of Morphological Theory
Book SynopsisThis volume is the first handbook devoted entirely to the multitude of frameworks adopted in the field of morphology, including Minimalism, Optimality Theory, Network Morphology, Cognitive Grammar, and Canonical Typology.Following an introduction from the editors, the first part of the volume offers critical discussions of the main theoretical issues within morphology, both in word formation and in inflection, as well as providing a short history of morphological theory. In the core part of the handbook, part II, each theory is introduced by an expert in the field, who guides the reader through its principles and technicalities, its advantages and disadvantages, and its points of agreement and disagreement with alternative theories. Chapters in part III explore the bigger picture, connecting morphological theory to other subdisciplines of linguistics, such as diachronic change, language acquisition, psycholinguistics, and sign language theory. The handbook is intended as a guide for morphologists from all theoretical backgrounds who want to learn more about frameworks other than their own, as well as for linguists in related subfields looking for theoretical connections with the field of morphology.Table of Contents1: Jenny Audring and Francesca Masini: Introduction: Theory and theories in morphology PART I: Issues in morphology 2: Stephen R. Anderson: A short history of morphological theory 3: Rochelle Lieber: Theoretical issues in word formation 4: Gregory Stump: Theoretical issues in inflection PART II: Morphological theories 5: Thomas Stewart: Structuralism 6: Pius ten Hacken: Early Generative Grammar 7: Fabio Montermini: Later Generative Grammar and beyond: Lexicalism 8: Daniel Siddiqi: Distributed Morphology 9: Antonio Fábregas: Minimalism in morphological theories 10: Laura J. Downing: Optimality Theory and Prosodic Morphology 11: Rachel Nordlinger and Louisa Sadler: Morphology in LFG and HPSG 12: Livio Gaeta: Natural Morphology 13: James P. Blevins, Farrell Ackerman, and Robert Malouf: Word and Paradigm Morphology 14: Gregory Stump: Paradigm Function Morphology 15: Dunstan Brown: Network Morphology 16: Nikolas Gisborne: Word Grammar Morphology 17: Ronald W. Langacker: Morphology in Cognitive Grammar 18: Francesca Masini and Jenny Audring: Construction Morphology 19: Ray Jackendoff and Jenny Audring: Relational Morphology in the Parallel Architecture 20: Oliver Bond: Canonical Typology PART III: Morphological theory and other fields 21: Peter Arkadiev and Marian Klamer: Morphological theory and typology 22: Ana R. Luís: Morphological theory and creole languages 23: Matthias Hüning: Morphological theory and diachronic change 24: Angela Ralli: Morphological theory and synchronic variation 25: Elma Blom: Morphological theory and first language acquisition 26: John Archibald and Gary Libben: Morphological theory and second language acquisition 27: Christina Gagné and Thomas Spalding: Morphological theory and psycholinguistics 28: Niels O. Schiller and Rinus G. Verdonschot: Morphological theory and neurolinguistics 29: Vito Pirrelli: Morphological theory and computational linguistics 30: Donna Jo Napoli: Morphological theory and sign languages References Index
£54.27
Oxford University Press The Oxford Handbook of Language Attrition
Book SynopsisThis volume is the first handbook dedicated to language attrition, the study of how a speaker''s language may be affected by crosslinguistic interference and non-use. The effects of language attrition can be felt in all aspects of language knowledge, processing, and production, and can offer unique insights into the mind of bilingual language users. In this book, international experts in the field explore a comprehensive range of topics in language attrition, examining its theoretical implications, psycho- and neurolinguistic approaches, linguistic and extralinguistic factors, L2 attrition, and heritage languages. The chapters summarize current research and draw on insights from related fields such as child language development, language contact, language change, pathological developments, and second language acquisition.
£46.99
Oxford University Press Child Psychology in Twelve Questions
Book SynopsisThis book explores some of the enduring questions in developmental psychology. Paul Harris shows why these questions are important, proposes likely answers, and explains the uncertainties that persist.Trade ReviewA fantastic read - authoritative and thought provoking, yet easily accessible. Paul Harris is one of the main figures in the field of developmental psychology, and his book has some wonderful details of the actual experiments involved. * Bruce Hood, University of Bristol *Books on child development abound, ranging from academic textbooks to practical guides. Paul Harris's new book occupies a unique place in this landscape. Here is one of the leading researchers in developmental psychology sharing his expertise in a rigorous and scientific, yet still very reader friendly, manner. Students of all shapes and sizes are the beneficiaries. A wonderful book. * Michael Tomasello, Duke University *This is simply a terrific contribution. * Choice *Table of Contents1: Where does love come from? Attachment theory 2: How do children learn words? Universality and variation 3: Does language change how children think? The contested relation between language and thought 4: Do children live in a fantasy world? Pretending and the origins of the imagination 5: Are children natural psychologists? One or two early theories of mind 6: Can we trust children's memory? The vulnerable eyewitness 7: Do children understand emotion? Children's insight into their inner lives 8: How do children tell right from wrong? The origins of morality 9: Do children trust what they are told? The role of trust in cognitive development 10: Do children believe in magic? Magic and miracles 11: Is developmental psychology ethnocentric? Cross-cultural differences in ways of thinking 12: What have we learned? Children's minds
£23.49
OUP Oxford Analysing Learner Language Oxford Applied Linguistics
Book SynopsisThis book provides a clear and accessible introduction to the main methods of analysing samples of learner language. It examines the theoretical and research bases for the different methods, and thereby serves as an introduction to the field of second language acquisition research.The book is intended for students on postgraduate courses in TESOL or Applied Linguistics, or for teachers wishing to do action research to find out more about howlearners learn language.
£51.84
Oxford University Press How Languages are Learned
Book SynopsisThis book is part of the Oxford Handbooks for Language Teachers series. This highly regarded series covers the topics language teachers want to know more about. Recommended for reference, or for language teacher educators to use as a basis for teacher education courses or seminars.Trade Review"How Languages are Learned is written in a clear, engaging, and pedagogically rich style. In their authoritative yet accessible book, Lightbown and Spada admirably combine established theories and the latest developments in research. This fifth edition remains the best resource for teachers to understand second language acquisition so they can critically integrate research-based insights into their classrooms." * Lourdes Ortega, Professor in Applied Linguistics, Georgetown University *
£41.49
Oxford University Press, USA Sociocultural Theory and Second Language Learning
Book SynopsisThis book represents a major statement of the current research being conducted on the learning of second languages from a sociocultural perspective. The book is divided into a theoretical and an empirical part. Specific topics covered include: learning and teaching languages in the zone of proximal development; L1 mediation in the acquisition of L2 grammar; sociocultural theory as a theory of second language learning; gestural mediation in a second language; and constructing a self through a second language.Table of ContentsIntroducing sociocultural theory ; 1. Sociocultural contributions to understanding the foreign and second language classroom ; 2. Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar ; 3. Subjects speak out: How learners position themselves in a psycholinguistic task ; 4. The output hypothesis and beyond: Mediating acquisition through collaborative dialogue ; 5. Playfulness as mediation in communicative language teaching in a Vietnamese classroom ; 6. Social discursive constructions of self in L2 learning ; 7. Second language learning as participation and the (re)construction of selves ; 8. Side affects: The strategic development of professional satisfaction ; 9. The appropriation of gestures of the abstract by L2 learners ; 10. Second language acquisition theory and the truth(s) about relativity ; 11. From input to affordance: Social-interactive learning from an ecological perspective ; Bibliography ; Index
£50.85
Oxford University Press Understanding Second Language Acquisition Second Edition Oxford Applied Linguistics
Book SynopsisThe series attracts single or co-authored volumes from authors researching at the cutting edge of this dynamic field of interdisciplinary enquiry. The titles range from books that make such developments accessible to the non-specialist reader to those which explore in depth their relevance for the way language is to be conceived as a subject, and how courses and classroom activities are to be designed. As such, these books not only extend the field of applied linguistics itself and lend an additional significance to its enquiries, but also provide an indispensable professional foundation for language pedagogy and its practice. The scope of the series includes: second language acquisitionbilingualism and multi/plurilingualismlanguage pedagogy and teacher educationtesting and assessmentlanguage planning and policylanguage internationalization technology-mediated communicationdiscourse-, conversation-, and contrastive-analysispragmaticsstylisticslexicographytranslationTrade ReviewAn excellent and much-needed, in-depth review of the research on how children and literate adults learn a second language. Ellis provides a sound knowledge base for language teachers and beginning graduate students in applied linguistics, focusing on relevant findings of research on second-language learning by children and literate adults in both naturalistic and instructed contexts. * Elaine Tarone, Director of the Center for Advanced Research on Language Acquisition, University of Minnesota *'[Ellis] fills a gap in the SLA research base. This is a much needed source of information in the study area... This book is intended for a broad audience: undergraduate students who want to explore the field of SLA; graduate students who are involved with applied linguistics and language teaching; and teachers who want to understand better how L2 learners learn in different contexts, and also how about implicit and explicit language learning differ... The author recognizes different studies in SLA research and provides valuable information on theory and research.' * Linguist List *'It is 30 years since Rod Ellis wrote the award-winning and classic Understanding Second Language Acquisition, so an update was probably well overdue... The scope of this edition is wider than its predecessor; it remain scholarly yet accessible, and it will doubtless acquire just as many enthusiastic followers.' * English Teaching Professional *'Rod Ellis has made a twofold contribution to SLA, as a researcher in his own right and as an indefatigable chronicler of the field. In this latter capacity, as the author of this book, he writes - as always - clearly, accessibly and objectively, referring to, comparing and evaluating a huge range of studies old and new, highlighting the benefits and shortcomings of different approaches to research, the theoretical assumptions behind them and the soundness of the conclusions which have been drawn from them. Throughout the text, there are clear summaries of key points, and key terms (about 220 of them) are highlighted in the text and explained in a glossary... What of the relevance of this book to English language teachers? Well, it would be hard to disagree with the author's contention that: "An understanding of how learners learn a foreign language seems to me an essential requirement for language teachers."' * Modern English Teacher *"Understanding Second Language Acquisition, second edition, represents a historic scholarly achievement and unique contribution to the teaching of languages. Writing for teachers and those preparing to become teachers, Rod Ellis provides the most comprehensive and balanced overview of the field of second language acquisition available today. Theoretically and linguistically sophisticated, the text seeks to provide teachers with a ?basis for making pedagogical decisions in a principled way.? This edition contains new chapters on social and cognitive aspects of the field as well as on explicit and implicit instruction. Ellis has contributed to the preparation of generations of modern language teachers; the second edition will ensure that this vital resource will now meet the needs of a new generation." * MLA's Kenneth W. Mildenberger Prize panel *
£53.12
Clarendon Press Optimality Theory Phonology Syntax and Acquisition Oxford Linguistics
Book SynopsisOptimality theory has revolutionized phonological theory, and its insights are now being applied to other central aspects of language. This book presents the results of research as applied to syntax/language acquisition, as well as considering the main lines of attack by rule-based grammarians.Table of ContentsPART IA: PHONOLOGY - PROSODIC REPRESENTATIONS ; PART IB: PHONOLOGY - SEGMENTAL PHONOLOGY ; PART II: SYNTAX ; PART III: THE ACQUISITION OF SYNTAX AND PHONOLOGY
£48.45
Oxford University Press The Study of Bilingual Language Processing
Book SynopsisThis book offers a detailed account of the issues, models, and outcomes of research into the cognition of bilingualism. It begins with a chapter identifying the most important characteristics of this research, and then explores key topics including lexico-semantic representation, cross-language priming, selective lexical access, and code-switching.Table of ContentsPreface List of figures and tables List of abbreviations 1: Introducing bilingual processing research 2: Lexico-semantic organization in bilinguals 3: Cross-language priming 4: Selectivity in bilingual lexical access 5: Language switch and control in bilinguals 6: Bilingualism beyond lexical representation and processing References Index
£35.62
Oxford University Press Diachronic Syntax Oxford Textbooks in Linguistics
Book SynopsisThis second edition of Diachronic Syntax has been fully revised and updated throughout to cover the multiple developments in the area in the last decade. Written by one of the leading scholars in the field and including a glossary and suggestions for further reading, it will be an ideal textbook for undergraduate students of historical linguistics.Trade ReviewReview from previous edition 'This work gathers together a wealth of research linking language change to a number of other linguistic areas, and as such is ambitious in its scope. It is a welcome addition to the body of literature on language change.' * Johanna L. Wood, Folia Linguistica *'Diachronic syntax will serve as an incentive and inspiration for generative researchers of historical linguistics.' * Marion Elenbass, Journal of Linguistics *Table of ContentsIntroduction 1: Formal comparative and historical syntax 2: Types of syntactic change? 3: Acquisition, learnability, and syntactic change 4: The dynamics of syntactic change 5: Contact, creoles, and change Epilogue Glossary References Index
£69.98
Oxford University Press Prosody and Prosodic Interfaces 6 Oxford Studies
Book SynopsisThis volume brings together new work on prosody and prosodic interfaces from international experts in the field, with parts exploring word prosody and phrase prosody, lexical tone and intonation, and the syntax-prosody interface. The empirical data comes from a wide range of languages, including many that are largely undocumented or understudied.Trade ReviewThis is a valuable collection of individual chapters that together shed light on how word-level and sentence-level prosodic and grammatical phenomena interact and influence one another. Most deal with specific topics in a considerable typological and geographical variety of languages, yet the editors have succeeded in fashioning a coherent and empirically rich anthology of some of the best current work. * D. Robert Ladd, University of Edinburgh *This volume on prosody, edited and written by some of the best-known specialists in the field, is a unique source of information from both the theoretical and the data perspective. Students and researchers will find in-depth analyses of known and less-known languages and discussions of important theoretical issues. * Caroline Féry, Goethe University Frankfurt *Table of ContentsPreface List of figures and tables List of abbreviations The contributors Haruo Kubozono, Junko Ito, and Armin Mester: Introduction Part I: Word prosody and phrase prosody 1: Laura McPherson: Word tone is epiphenomenal: A case study from Poko 2: José Ignacio Hualde: Accent shift and the reconstruction of Old Common Basque accentuation 3: Draga Zec and Elizabeth Zsiga: Tone and stress as agents of cross-dialectal variation: The case of Serbian 4: Sara Myrberg: Two-peakedness in South Swedish and the Scandinavian tone accent typology 5: Larry M. Hyman: Prosodic asymmetries in nominal vs verbal phrases in Bantu 6: Carlos Gussenhoven: How metrical is the Autosegmental-Metrical model? Evidence from pitch accents in Nubi, Persian, and English Part II: Lexical tone and intonation 7: Ryan Bennett, Robert Henderson, and Megan Harvey: Tonal variability and marginal contrast: Lexical pitch in Uspanteko 8: Gabriela Caballero, Yuan Chai, and Marc Garellek: Stress, tone, and intonation in Choguita Rarámuri 9: Haruo Kubozono: Interactions between lexical and postlexical tones: Evidence from Japanese vocative prosody 10: Yosuke Igarashi: Prosodic phrasing, long-distance rise, and structural prominence marking in Japanese dialects without lexically constrastive tones 11: Yuan Chai, Titus Kubri Kajo Kunda, Alejandro Rodríguez, and Sharon Rose: Prosody of declaratives and questions in Rere (Koalib) Part III: The syntax-prosody interface 12: Seunghun J. Lee and Elisabeth Selkirk: Xitsonga tone: The syntax-phonology interface 13: Gorka Elordieta and Elisabeth Selkirk: Unaccentedness and the formation of prosodic structure in Lekeitio Basque 14: Shinichiro Ishihara: On the (lack of) correspondence between syntactic clauses and intonational phrases 15: Jennifer Bellik, Junko Ito, Nick Kalivoda, and Armin Mester: Matching and alignment References Index
£143.14
MIT Press Ltd Language Acquisition The Growth of Grammar
Book SynopsisThe new edition of a comprehensive introduction to a rapidly developing field, combining developmental data with theory.How do children begin to use language? How does knowledge of language emerge in early infancy, and how does it grow? This textbook offers a comprehensive introduction to knowledge acquisition, drawing on empirical evidence and linguistic theory. The theoretical framework used is the generative theory of Universal Grammar; students should have some familiarity with concepts in linguistic research. Aimed at upper-level undergraduate and graduate students, the book offers end-of-chapter summaries, key words, study questions, and exercises. This second edition has been thoroughly updated, with new content throughout. It has been reorganized according to the three main components of language acquisition. The computational components and the interfaces are covered in chapters on structure building in the verbal and nominal domains, movement-derived structur
£45.60
MIT Press Ltd Becoming Fluent How Cognitive Science Can Help
Book SynopsisForget everything you’ve heard about adult language learning: evidence from cognitive science and psychology prove we can learn foreign languages just as easily as children.An eye-opening study on how adult learners can master a foreign lanugage by drawing on skills and knowledge honed over a lifetime.Adults who want to learn a foreign language are often discouraged because they believe they cannot acquire a language as easily as children. Once they begin to learn a language, adults may be further discouraged when they find the methods used to teach children don't seem to work for them. What is an adult language learner to do? In this book, Richard Roberts and Roger Kreuz draw on insights from psychology and cognitive science to show that adults can master a foreign language if they bring to bear the skills and knowledge they have honed over a lifetime. Adults shouldn't try to learn as children do; they should learn like adults. R
£18.90
MIT Press Why Only Us Language and Evolution The MIT Press
Book SynopsisBerwick and Chomsky draw on recent developments in linguistic theory to offer an evolutionary account of language and humans' remarkable, species-specific ability to acquire it.“A loosely connected collection of four essays that will fascinate anyone interested in the extraordinary phenomenon of language.”—New York Review of BooksWe are born crying, but those cries signal the first stirring of language. Within a year or so, infants master the sound system of their language; a few years after that, they are engaging in conversations. This remarkable, species-specific ability to acquire any human language—“the language faculty”—raises important biological questions about language, including how it has evolved. This book by two distinguished scholars—a computer scientist and a linguist—addresses the enduring question of the evolution of language.Robert Berwick and Noam Chomsky explain that unti
£18.99
Taylor & Francis Ltd Understanding Second Language Acquisition
Book SynopsisWhether we grow up with one, two, or several languages during our early years of life, many of us will learn a second, foreign, or heritage language in later years. The field of Second language acquisition (SLA, for short) investigates the human capacity to learn additional languages in late childhood, adolescence, or adulthood, after the first language --in the case of monolinguals-- or languages --in the case of bilinguals-- have already been acquired. Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summarieTrade ReviewThis volume is impressive in many ways, including its state-of-the art coverage of the field, the scope and depth of the material reviewed, and its engaging and accessible style of delivery...the strengths of this book cannot be overstated...This volume is sure to soon become a standard SLA text in the field of applied linguistics.Nina Spada - OISE University of TorontoLourdes Ortega has succeeded admirably in her goal of helping students construct personal understandings of the interdisciplinary field of SLA. She is thorough in presenting the most up-to-date research bearing on the important controversies in SLA and does so with an engaging, personable, reader-friendly style that invites students to stay focused on the broader meanings of the research findings.Professor Mark Sawyer, Kwansei Gakuin University, JapanMy students thoroughly enjoyed this text. It provides a thorough and yet accessible overview of major theories and trends in the field. I believe it is destined to become the standard text for survey courses on SLA.Linda Harklau, University of Georgia, USA Ortega has ... provided an invaluable source of information and reference for novice and seasoned researchers. This book will be of use to researchers from different corners of the world who share an interest in uncovering SLA. Ammar Ahlem, McGill University, The Canadian Modern Language Review, Volume 66, Number 3, March 2010, pp.467-469Understanding Second Language Acquisition is an eminently useful, thorough and elaborate overview of the most important debates in the field of Second Language Acquisition (SLA). [It] is laid out in a well-organised and well structured manner. The language used is engaging and straight forward and the arguments are all cogent, coherent and at the appropriate level for the intended audience. ...all universities with a TESOL, Modern Foreign Languages and/or Applied Linguistics group would find this book extremely valuable. BAAL NewsParvaneh Tavakoli - London Metropolitan UniversityTable of ContentsChapter 1. IntroductionChapter 2. AgeChapter 3. Crosslinguistic influencesChapter 4. The linguistic environmentChapter 5. CognitionChapter 6. Development of learner languageChapter 7. Foreign language aptitudeChapter 8. MotivationChapter 9. Affect and other individual differencesChapter 10. Social dimensions of L2 learning
£37.99
Taylor & Francis Ltd Dont Feed the Dog Targeting the d Sound Speech
Book SynopsisSpeech Bubbles 1 is the first set in an exciting new series of picture books designed to be used by Speech Language Therapists/Pathologists, parents/caregivers, and teachers with children who have delayed or disordered speech sound development, children receiving speech therapy, or by those wanting to provide sound awareness activities for their children.The set includes eleven picture books that each target a different speech sound within the story. The set is also accompanied by a user guide with notes for professionals and caregivers alike. Eleven different speech sounds have been chosen that are early developing sounds, or sounds commonly targeted in speech language therapy. With titles such as Who Bit My Tail?, Crocodiles Can't Climb Trees and Ben the Bubble Bear, the stories are light and engaging, with colourful and fun pictures on every page to keep the child interested.Perfect not just for therapy, but also for encouraging early sTable of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends
£14.17
Taylor & Francis Ltd Who Bit My Tail
Book SynopsisTiger wakes from a dream to find a big bite on his tail but can he discover who is the culprit?This picture book targets the /t/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends
£16.65
Taylor & Francis Ltd Ben the Bubble Bear Targeting the b Sound Speech
Book SynopsisBen the bear loves to blow bubbles, but what happens when he tries to blow the biggest bubble in the world?This picture book targets the /b/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends
£14.17
Taylor & Francis Ltd Pollys Pink Paint
Book SynopsisPolly the pig loves pink but her friends do not. Can they work it out?This picture book targets the /p/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends
£14.17
