This book examines how urban adolescents attending a non-mainstream learning centre in the UK use language and other semiotic practices to enact identities in their day-to-day lives. Combining variationist sociolinguistics and ethnographically-informed interactional sociolinguistics, this detailed and highly reflexive account provides rich descriptions and discussions of the linguistic processes at work in a previously underexplored research environment.
The most visually appealing of all eight volumes of the Oxford Illustrated Encyclopedia, this extensively illustrated volume offers a wealth of color photographs and drawings to match the exceptional breadth of its subject. With over 3,000 entries, it covers art, architecture, dance, decorative art, music, theatre, and literature from pre-history to the present. Including art from every continent, familiar and unfamiliar masterpieces, and descriptions of the world's greatest literary, artistic, and musical figures–ranging from Aeschylus to Louis Armstrong and Fred Astaire to Diane Arbus–this extensive reference is an indispensable introduction to the engaging world of the arts.
This guide features stunning color photographs of more than 300 common wildflowers from Ocala National Forest, Lake Wales Ridge, Merritt Island National Wildlife Refuge, the Disney Wilderness Preserve, and Archbold Biological Station. Detailed descriptions and full-color photos aid the reader in identifying plants in the field.
Glickman argues that early immigrants to Canada brought with them the expectation that nature would be grand, mysterious, awesome - even terrifying - and welcomed scenes that conformed to these notions of sublimity. She contends that to interpret their descriptions of nature as "negative," as so many critics have done, is a significant misunderstanding.
This book provides a comprehensive overview of pedagogical grammar research and explores its implications for the teaching of grammar in second language classrooms. Drawing on several research domains (e.g., corpus linguistics, task-based language teaching) and a number of theoretical orientations (e.g., cognitive, sociocultural), the book proposes a framework for pedagogical grammar which brings together three major areas of inquiry: (1) descriptions of grammar in use, (2) descriptions of grammar acquisition processes, and (3) investigations of the relative effectiveness of different approaches to L2 grammar instruction.
