Language acquisition Books
Taylor & Francis Ltd The Role of Formal Features in Second Language Acquisition Second Language Acquisition Research
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£45.99
Taylor & Francis Multiple Perspectives on Interaction
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£43.69
Taylor & Francis Sociocultural Theory and the Pedagogical Imperative in L2 Education
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£137.75
Taylor & Francis Sociocultural Theory and the Pedagogical Imperative in L2 Education
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£49.39
Taylor & Francis Ltd Inputbased Phonological Acquisition Outstanding Dissertations in Linguistics
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£128.25
Taylor & Francis Ltd Structure in Language
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£142.50
Taylor & Francis Language Development Over the Lifespan
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£142.50
Taylor & Francis Ltd Rediscovering Interlanguage Applied Linguistics and Language Study
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£68.99
Taylor & Francis Ltd Learner English on Computer Studies in Language and Linguistics
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£71.99
Taylor & Francis Learner Contributions to Language Learning New Directions in Research Applied Linguistics and Language Study
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£71.99
Taylor & Francis Academic Discourse Applied Linguistics and Language Study
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£54.99
Taylor & Francis A Developmentalfunctionalist Approach To Child Language
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£34.19
Taylor & Francis Other Children Other Languages
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£128.25
Taylor & Francis Referential Communication Tasks Second Language Acquisition Research Series
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£128.25
Taylor & Francis Referential Communication Tasks Second Language Acquisition Research Series
Book SynopsisReferential communication is the term given to communicative acts, generally spoken, in which some kind of information is exchanged between one speaker and another. This information exchange is typically dependent on successful acts of reference, whereby entities (human and non-human) are identified (by naming or describing), are located or moved relative to other entities (by giving instructions or directions), or are followed through sequences of locations and events (by recounting an incident or a narrative). These activities are examples of events that are more typically described as tasks in the area of second language studies. These might be real world tasks encountered in everyday experience or pedagogical tasks specifically designed for second language classroom use. This volume comprehensively documents and describes the veritable explosion of task-based research in language acquisition. In a succinct, yet easily accessible fashion, it presents the origins, principles, and key distinctions of referential communication research in first and second language studies, complete with exhaustive analyses and illustrations of different types of materials. The author also describes and evaluates different choices for using or modifying these materials, provides analytic frameworks for focusing on various aspects of the data elicited by these tasks, and includes an extensive bibliography plus an appendix showing original task materials.Trade Review"Yule's succinct summary of referential communication tasks discusses the key methodological issues of task design within a broad theoretical framework..."—The Clarion"This text provides lively and comprehensive coverage of the nature, background, and use of referential communication tasks."—Studies in Second Language Acquisition"...there is no doubt that this book is an excellent introduction to this particular research instrument in SLA. It is also valuable for classroom practitioners who want to understand the research and develop referential tasks for instructional purposes."—Language Teaching Research"...the author goes to great length in listing examples and providing illustrations. (A)...useful and welcome practical guide."—The Phonetician"...an excellent overview....I found the book readable and interesting. I expect others will find it to be a useful resource as they explore the use of a variety of methodologies for work in language development....Yule presents thorough review of the research literature that has examined the efficiency and effectiveness of participant performance in this type of standardized RC (referential communication) paradigm....the thoughtful description of the distinctions between RC tasks and other approaches to language development should be applauded....Yule presents an excellent discussion of the extent to which RC methodology has had a specific impact on understanding L2 (second language) acquisition processes....Yule's successful integration of results from multidisciplinary approaches requires a precise understanding of the advantages and disadvantages of specific research methodologies. Yule's treatment of this issue is extremely thoughtful."—Applied PsycholinguisticsTable of ContentsContents: Overview. The Development of (L1) Referential Communication. Principles and Distinctions. Materials and Procedures. Analytic Frameworks.
£37.99
Taylor & Francis Effective Speechlanguage Pathology
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£56.04
Taylor & Francis Language Acquisition By Eye
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£128.25
Taylor & Francis The New Psychology of Language Cognitive and Functional Approaches To Language Structure Volume II 2
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£128.25
Taylor & Francis The New Psychology of Language Cognitive and Functional Approaches To Language Structure Volume II
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£45.59
Taylor & Francis On Reading Books to Children Parents and Teachers Center for Improvement of Early Reading
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£128.25
Taylor & Francis Malik Goes to School Examining the Language Skills of African American Students From Preschool5th Grade
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£128.25
Taylor & Francis Malik Goes to School Examining the Language Skills of African American Students From Preschool5th Grade
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£35.14
Taylor & Francis Crosslinguistic Approaches to the Psychology of Language Research in the Tradition of Dan Isaac Slobin Psychology Press Festschrift Series
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£204.25
Taylor & Francis Crosslinguistic Approaches to the Psychology of Language Research in the Tradition of Dan Isaac Slobin Psychology Press Festschrift Series
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£99.75
Taylor & Francis Multiple Perspectives on Interaction
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£128.25
Taylor & Francis Language Development Over the Lifespan
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£58.99
Taylor & Francis Teaching EFL Learners Shadowing for Listening
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£42.74
Taylor & Francis Bilingualism
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£105.00
Taylor & Francis Bilingualism
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£25.99
Taylor & Francis Adolescent Literacy
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£31.99
Taylor & Francis From Pictures to Letters First Steps in the Teaching of Reading and Writing Routledge Library Editions Literacy
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£31.99
Taylor & Francis The Development of Schoolbased Literacy A Social Ecological Perspective Routledge Library Editions Literacy
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£31.99
Taylor & Francis Teaching Chinese as a Second Language
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£128.25
Taylor & Francis Teaching Chinese as a Second Language
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£44.64
Taylor & Francis Authenticity and TeacherStudent Motivational Synergy
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£128.25
Taylor & Francis Cantonese as a Second Language
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£128.25
Taylor & Francis Ltd Acquired Neurological SpeechLanguage Disorders In Childhood Brain Behaviour and Cognition
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£109.25
Taylor & Francis Ltd Uncommon Understanding Development and Disorders of Language Comprehension in Children
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£36.54
Taylor & Francis Language Development and Social Interaction in Blind Children Essays in Developmental Psychology
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£128.25
Taylor & Francis Ltd The Routledge Handbook of Second Language
Book SynopsisThis state-of-the-art volume offers a comprehensive and accessible examination of perspectives within the field of discourse analysis on the processes and conditions of second language learning, teaching, and use.Led by Brian Paltridge and Matthew T. Prior, this collection brings together leading global researchers in the field to guide readers through background theories, theoretical paradigms, methodological issues, and pedagogical implications by synthesizing current and past work, and setting a future agenda for discourse-oriented second language research.The book is a critical resource which will be indispensable for scholars and advanced students of applied linguistics, second language acquisition, education, and related fields.
£204.25
Taylor & Francis Ltd The Role of the Learner in TaskBased Language
Book SynopsisThis comprehensive, forward-looking text is the first holistic research overview and practical methods guide for researching the role that affective and conative factors play in second language learners' task performance and language acquisition. It provides a long overdue update on the role of the learner in task-based language teaching (TBLT). The book brings together theoretical background and major constructs, established and innovative methodological and technological tools, cutting-edge findings, and illuminating suggestions for future work. A group of expert scholars from around the world synthesize the state of the art, detail how to design and conduct empirical studies, and authoritatively set the agenda for future work in this critical, emerging area of language learning and instructional design. With a variety of helpful features like suggested research, discussion questions, and recommended further readings, this will be an invaluable resource to advanced sTrade Review"In The Role of the Learner in Task-Based Language Teaching the editors Lambert, Aubrey, and Bui draw skillfully on diverse research perspectives to integrate the 'affective turn' in language education with the vibrant area of task-based language teaching. The result is a compelling and timely contribution to an exciting field!"Bonny Norton, The University of British Columbia, Canada"The Role of the Learner in Task-Based Language Teaching is a much-needed addition to the growing body of work on task-based teaching. It draws on the expertise of leading authors in the field to provide a comprehensive and readable account of how affective factors influence the way learners perform tasks both negatively and positively. It will become a must-read for anyone interested in the development of task-based teaching."Rod Ellis, Curtin University, Australia"The Role of the Learner in Task-Based Language Teaching offers a wide variety of perspectives on recent conceptualizations and research on the role of affective factors in second language learning. This pioneering volume provides language teachers and researchers with novel insights into how learners’ engagement with language learning tasks can be enhanced."Judit Kormos, Lancaster University, UKTable of ContentsList of ContributorsForewordJean-Marc DewaeleIntroduction1. The Role of the Learner in Task-Based Language Teaching Craig Lambert, Scott Aubrey and Gavin BuiPart 1: Theory2. Personal Investment in TBLT Craig Lambert 3. Willingness to Communicate in TBLT Scott Aubrey and Tomoko Yashima 4. Emotions in TBLT Haydab Almukhaild and Jim King 5. Engagement in TBLT Phil Hiver and Janice Wu 6. Engagement in Technology-Mediated TBLT George Fredrik Smith and Nicole Ziegler Part 2: Research Methods 7. Discourse Analytic Methods Craig Lambert and Scott Aubrey 8. The Idiodynamic Method Peter D. MacIntyre 9. Non-Verbal Behavioural Methods Tammy Gregersen 10. Psychophysiological Methods Craig Lambert 11. Measuring Affective Working Memory Zhisheng (Edward) Wen, Mark Feng Teng and Lili Han Conclusion 12. Future Research on the Role of the Learner in TBLT Scott Aubrey, Craig Lambert and Gavin BuiAfterwordPeter SkehanIndex
£35.99
Taylor & Francis Ltd The Minority Language as a Second Language
Book SynopsisThis innovative collection is the first of its kind to showcase global perspectives on learning minority languages as second languages, offering unique insights into their acquisition and specific characteristics and raising greater awareness around other languages and contexts where SLA occurs.The volume examines how minority languages are acquired as second languages across a range of geographic settings where these languages are unique minorities; that is, they are spoken in one or more states where they have a minority status. International case studies explore particular features of these languages as well as the challenges of teaching and learning them, including standardization, legal recognition at all educational levels, the dissemination of printed and digital materials and more or less limited language use in the local community. Highlighted languages include Ashaninka, Basque, Frisian, Hawaiian, Irish, Isthmus Zapotec, Quechua Chanka, Tonga and Welsh. Each chapterTable of ContentsEditors and ContributorsChapter 1. Second language acquisition and minority languages Jasone Cenoz and Durk GorterChapter 2. Power to the minorities: Ndebele L1-speaking teachers in Tonga-speaking communities in ZimbabweBusani Maseko and Dion NkomoChapter 3. The acquisition and use of Irish as a minority language Pádraig Ó Duibhir and John Harris Chapter 4. Legitimising the 'bilingual': Identity issues among L2 Welsh-speaking teenagers in English-medium schools in WalesNia Mererid Parry and Enlli Môn ThomasChapter 5. Learning of indigenous languages in university settings: A Decolonizing practiceVilma Huerta Cordova, Mario E. López-Gopar, Kiara Ríos Ríos, Ariadna Teresa Lartigue Mendoza and Ana Edith López Cruz, Chapter 6. Learning indigenous languages as a second language in Bilingual Intercultural Education programs in Peru Karina Sullón and Elizabet ArocenaChapter 7. Language proficiency and language use in Basque as a first or second languageIñaki Martinez de Luna Pérez de Arriba, Maialen Iñarra Arregi and Pablo Suberbiola UnanueChapter 8. Potential new speakers of Frisian in educational settings – implicit and explicit attitudes in learning a minority languageSannah Debreczeni, Joana Duarte and Mirjam Günther-van der MeijChapter 9. Building on the strength of identity in revitalizing Hawaiian on a foundation of second language learnersWilliam H. Wilson and Kauanoe Kamanā Index
£36.99
Taylor & Francis Conducting GenreBased Research in Applied
Book SynopsisThis collection is a comprehensive resource on conducting research in applied linguistics involving written genres that is distinctive in its coverage of a multiplicity of interdisciplinary perspectives.The volume explores the central approaches, methodologies, analyses, and tools used in conducting genre-based research, extending the traditional focus on a single framework for defining genres by explicating the major approaches that have been invoked in applied linguistics. Chapters address a mix of commonly used methodologies (e.g., case studies, ethnographic approaches), types of analyses (e.g., metadiscourse, rhetorical move-step analysis, multidimensional analysis, lexical bundles and phrase frames, CALF measures, multimodal analysis), and studies that focus on other areas of second language (L2) teaching and learning (e.g., multilingualism, the Teaching and Learning Cycle). Taken together, the volume provides a theoretically and methodologically diverse introduction to Table of ContentsAbout the Editors About the Contributing AuthorsChapter 1: IntroductionMatt Kessler, Charlene PolioSection I: Research MethodsChapter 2: Case StudiesRaffaella Negretti, Baraa KhuderChapter 3: Ethnographic ResearchChristine M. TardySection II: Analyses, Tools, and TopicsChapter 4: MetadiscourseKen HylandChapter 5: Rhetorical Move-Step AnalysisJ. Elliott Casal, Matt KesslerChapter 6: Lexical Bundles and Phrase FramesViviana CortesChapter 7: Multidimensional AnalysisLarissa Goulart, Shelley StaplesChapter 8: Complexity, Accuracy, and Fluency (CALF) MeasuresCharlene Polio, Hyung-Jo YoonChapter 9: Multimodal AnalysisLarissa D’Angelo, Francesca MarinoSection III: Focus on the Learner and LearningChapter 10: Multilingualism and MulticompetenceBruna Sommer-FariasChapter 11: Systemic Functional Linguistics and the (Expanded) Teaching and Learning CycleKathryn Accurso, Jennifer Walsh MarrIndex
£37.99
Taylor & Francis Ltd Multiliteracies in International Educational Contexts
Multiliteracies in International Educational Contexts: Towards Education Justice examines how multiliteracies and Learning by Design have been taken up across international second-language instructional contexts, with a focus on inclusive practices and social justice. This edited collection brings together a team of international contributors to offer a global perspective on the application of multiliteracies in L2 education. Through the analysis of classroom-based qualitative and quantitative data on different aspects of the multiliteracies pedagogy, the book shows how the multiliteracies pedagogy can facilitate more inclusive practices while providing suggestions for pedagogical interventions and future research. This book will be a key resource for language educators, researchers, and practitioners interested in the multiliteracies pedagogy, as well as those interested in critical and social justice approaches to language teaching.
£35.99
Taylor & Francis Ltd ELT
Book SynopsisELT: The Basics offers a clear, non-jargonistic introduction to English language teaching for EFL/ESL teachers in training, early career teachers, those considering taking up ELT, and experienced teachers who may want to read about the way the profession has developed and continues to evolve.Key features of this book include: Real classroom data and data from ELT training programmes Discussion of a wide range of learning contexts and different types of learners (young learners, adults, third age, academic, refugees and immigrants, etc.) Comparisons of different types of syllabuses and methods, and discussion of current technologies An emphasis on classroom interaction as the key to maximising learning Featuring a glossary of key terms, cartoons and illustrations, further reading, personal reflection points, and discussion of the most important and relevant research, thTrade ReviewThis admirably accessible introduction to ‘the basics’ of ELT provides a review of key elements of English language teaching that is ideally suited to trainee teachers and those early in their career. Drawing on the authors’ wide-ranging knowledge and expertise, this informative text combines real world data with reflective tasks as it outlines key elements of language teaching and learning. With its suggestions for further reading and discussion of pathways for professional development, it provides an excellent overview for those starting out in ELT.Graham Hall, Northumbria University, UKTable of ContentsAcknowledgementsIntroduction to the Reader1 THE RAW MATERIAL: LANGUAGE KNOWLEDGE THE EL IN ELTSUBSTANCETHE STUFF OF LANGUAGESOUNDSINTONATIONWRITINGFORMWORDSGRAMMARLEXICOGRAMMARMEANINGHEALTH, SAFETY, AND DINOSAURSWHAT DO YOU MEAN?COMPLETING THE LANGUAGE PUZZLETHE DISCOURSE PROCESSDISCOURSE IN THE CLASSROOMTEMPLATES AND GENRESWRITING, SPEAKING, OR BOTH AT ONCE?ENGLISH IN THE WORLDFROM VARIATION TO VARIETIESACCENTS AND DIALECTSTHEN WHAT?FURTHER READING2 LANGUAGE SKILLSKNOWLEDGE AND SKILLTHE COMMUNICATION MATRIXLISTENINGA STREAM OF SOUNDBEFORE, DURING, AND AFTERTALKING BACKBOX-TICKINGTHE TWO-SIDED COINWHOSE VOICE?SPEAKINGGO WITH THE FLOWTELL MEWHO’S LISTENING?MIND THE GAPTHINGS TO CONSIDERREADINGWHY READ?STRATEGIESTEXTS: EASY OR HARD?TEXTS: KEEP IT SIMPLE?WRITINGPENS AND KEYBOARDSTIME DELAYAUDIENCE DESIGNPRODUCT AND PROCESSTHE FIFTH SKILLFURTHER READING3 THE MAIN ACTORS: LEARNERS AND LEARNINGWHO ARE OUR LEANERS?AN EARLY STARTNATALIA THE COMMUNICATORSCHOOL AND PEERSIN AT THE DEEP ENDGROWING UPCLILTHE TEENSADULT LEARNERSPATHWAYSA BUSY LIFENATALIA’S MOTHERTHE THIRD AGELEVELS AND LABELSEFL? ESL?MORE PATHWAYSMOVING THROUGH ABCCAN-DO AND CORPORAHOW DOES IT HAPPEN?ACQUISITIONALL IN THE MIND?SLA: HAPPENING OR DOING?LANGUAGE OUT THEREA SOCIO-CULTURAL ANGLECONCLUSIONFURTHER READING4 SYLLABUSES, MATERIALS, METHODSORGANISING LEARNINGCURRICULUM AND SYLLABUSORGANISING A SYLLABUSGRAMMAR AT THE CENTREVOCABULARYTHE LEXICAL SYLLABUSTAKEN TO TASKTASKS TO THE FOREA MIXED GRILLMATERIALSMATERIAL ISSUESARE THEY REAL?DO THEY WORK?METHODOLOGYFASHIONS COME AND GOWHAT LIES BEYOND?FURTHER READING5 BEING A TEACHERORGANISING YOUR WORKTHE CLASSROOMPLANNING THE LESSONCLASSROOM MANAGEMENTYOU AND YOUR COLLEAGUESNATIVE AND EXPERT USERSOBSERVATIONYOU AND YOUR STUDENTSTHE HUMAN FACTORINTELLIGENCEPOWER, ROLES, RELATIONSHIPSIDENTITIESWE ARE WHAT WE SAYJUST YOU AND MEDOING LANGUAGE TEACHINGSO FARPPP? III? TBL? PLEASE NOTICEERROR CORRECTIONGRAMMAR IN THE CLASSROOMSIMPLICITY TO COMPLEXITYPOWER OF THE -ING FORMVOCABULARY: IN THE MIND AND IN USEGETTING TO THE COREREALISTIC GOALSALL IN THE MINDPRONUNCIATIONWHOSE PRONUNCIATION?INTONATION PLUS PRONUNCIATIONCONCLUSIONFURTHER READING6 CLASSROOM INTERACTIONINTERACTINGTALKING THE TALKEASY AS 1, 2, 3SETT: SELF EVALUATION OF TEACHER TALKMANAGERIAL MODEMATERIALS MODESKILLS AND SYSTEMS MODECLASSROOM CONTEXT MODECOULD DO BETTER (CIC)CONCLUSIONFURTHER READING7 LEARNING HOW TO DO IT: TEACHER EDUCATIONELTE PATHWAYSWHAT TEACHERS SAYGETTING STARTED: PRESETCELTABY DEGREES: BA AND MAGAINING ENTRYKEEPING GOING: INSETDELTAPROFESSIONAL DEVELOPMENT ‘IN THE WILD’THINKING IT THROUGHA WAY FORWARD?WHERE’S THE EVIDENCE?IT’S GOOD TO TALKTHE RIGHT TOOLS FOR THE JOBSTIMULATED RECALLENHANCING SETT: SETTVEOFURTHER READING8 TECHNOLOGY IN AND OUT OF THE CLASSROOMOUT WITH THE OLD, IN WITH THE NEWCORPORALOOKING AT LANGUAGECORPORA, TEACHERS, AND LEARNERSELT ONLINETECHNOLOGICAL COMPETENCIESMANAGEMENT COMPETENCIESTEACHER INTERACTIONAL COMPETENCIESTAMING THE WILDERNESSMOBILE LEARNINGSCREENING MATERIALSLET THE MACHINE DECIDE?AUTOMATED ASSESSMENTINTERACTION AND THE BOTTHE JOURNEY AHEADFURTHER READINGGlossary of Key TermsReferencesIndex
£24.51
Taylor & Francis Ltd Primatology Ethics and Trauma
Book SynopsisPrimatology, Ethics and Trauma offers an analytical re-examination of the research conducted into the linguistic abilities of the Oklahoma chimpanzees, uncovering the historical reality of the research. It has been 50 years since the first language experiments on chimpanzees. Robert Ingersoll was one of the researchers from 1975 to 1983. He is well known for being one of the main carers and best friend of the chimpanzee, Nim Chimpsky, but there were other chimpanzees in the University of Oklahoma''s Institute for Primate Studies, including Washoe, Moja, Kelly, Booee, and Onan, who were taught sign language in the quest to discover whether language is learned or innate in humans. Antonina Anna Scarnà's expertise in language acquisition and neuroscience offers a vehicle for critical evaluation of those studies.Ingersoll and Scarnà investigate how this research failed to address the emotional needs of the animals. Research into trauma has made scientific advances sinceTrade Review"Ingersoll and Scarnà analyse the chimpanzee language studies of the 1970s and 1980s from a different perspective, linking life experiences, conceptual, and artistic processes with neuroscientific studies of trauma."Desmond Morris, Zoologist and EthologistTable of Contents1. Acknowledgment 2. Chimpanzee Family Trees 3. Introduction 4. Chapter 1: 50 Years Later 1.1 Fifty years since language experiments on chimpanzees 1.2 When we swap chimpanzee for child 1.3 A biography of Washoe 5. Chapter 2: Narratives for Flourishing 2.1 Why language and Noam Chomsky for Nim Chimpsky? 2.2 The introduction of language to a chimpanzee, order of the signs, and human parallels 2.3 Age of acquisition, order of acquisition 2.4 Trauma and language 6. Chapter 3: One of Us 3.1 Humans’ need for a healthy upbringing and the needs of a chimpanzee 3.2 Washoe in her enclosure, existing not living, and self efficacy in humans 3.3 Survivors: The effects of trauma on the brain in humans: the Romanian orphanages and the Holocaust 3.4 "Man is the master of animals": the morality behind the authoritarian model over chimpanzees 7. Chapter 4: The Truth About Washoe 4.1 Washoe’s preparation for mothering. What do good mothers do? 4.2 The true story of the death of Sequoyah 4.3 Was Washoe abnormal? Definition of abnormality in humans and in chimpanzees, with use of the DSM-5 4.4 Parental narcissism in humans and in chimpanzees: a sense of self worth, parental neglect, and chimpanzee trust 8. Chapter 5: Post Traumatic Chimpanzees 5.1 Did Washoe have complex PTSD? Living conditions and the turning of James Mahoney 5.2 Finding and building sanctuary 9. Chapter 6: When All The Chimps Have Gone 6.1 How do we look to the future? 6.2 How not to repeat history. Existing models of good practice 6.3 How to honour the memory of Washoe and the other Oklahoma chimpanzees 6.4 The last word
£33.99
Taylor & Francis Rethinking Language Education in the Age of Generative AI
Book SynopsisRethinking Language Education in the Age of Generative AI bridges the gap between theory, research, and practice in AI and language education. Through conceptual pieces, empirical studies, and practical applications, this book provides critical insights and implications for reimagining language education in the age of generative AI.The contributors explore a wide range of issues, reflections, and innovations in AI and language education across diverse contexts, including ESL, EFL, foreign language learning, post-secondary pathway programs for international students, and language teacher education programs. Topics examined include critical AI literacy, GenAI-informed second language teaching and assessment, teacher and student perceptions, tool development for language learning, as well as ethical considerations, policies, and guidelines. The book incorporates interdisciplinary perspectives, such as L2/foreign language studies, education, and applied linguistics, as wel
£40.84
Taylor & Francis Mindy and Mos Super Sledge
Book SynopsisMindy and Mo love to play in a wood not far away. Join these two fun-loving adventurers as they speed down a mountain on a sledge to a spring festival. Can Mindy and Mo help Sal cheer up Prince Sim and do his favourite dance together before itâs time to leave? What will the fallen tree be the next time they visit? And what will they see?This Mindy and Mo story has been written to support children who are working on the âsâ sound. Support your childâs practice of their target sound by sharing Mindy and Moâs adventure in Sal and Simâs town and encouraging them to join in with the âsoop, soop, soopâ of the Spring Fest. Engaging characters and plot, supported by a rhythmic and rhyming structure, ensure this book not only supports speech development, but also entertains and inspires. Creatively and descriptively told, this story introduces new words and provides opportunities for developing literacy skills. Through positive characterisation, it also explores the themes of growth mindset, empathy, kindness and resilience, allowing children to make connections to their own lives and experiences.A helpful section of suggested activities at the back of the book can be used to support further practice of the target speech sound. It also includes ideas for how this story can be used to help children to connect to nature through imagination. This humorous and triumphant story has been designed to support the individual child but is one which every child can enjoy!
£13.27
