This book explores how high-stakes tests mandated by No Child Left Behind have become de facto language policy in U.S. schools, detailing how testing has shaped curriculum and instruction, and the myriad ways that tests are now a defining force in the daily lives of English Language Learners and the educators who serve them.
David Sedaris' new collection of essays - including live recordings! - tells a most unconventional life story. It begins with a North Carolina childhood filled with speech-therapy classes ("There was the lisp, of course, but more troubling than that was my voice itself, with its excitable tone and high, girlish pitch") and unwanted guitar lessons taught by a midget. From budding performance artist ("The only crimp in my plan was that I seemed to have no talent whatsoever") to "clearly unqualified" writing teacher in Chicago, Sedaris' career leads him to New York City and eventually, of all places, France. His move to Paris poses a number of challenges, chief among them his inability to speak the language. Arriving a "spooky man-child" capable of communicating only through nouns, he undertakes language instruction that leads him ever deeper into cultural confusion. Whether describing the Easter bunny to puzzled classmates or watching a group of men play soccer with a cow, Sedaris brings a view and a voice like no other to every unforgettable encounter.
The last decade has seen a growing body of research investigating various aspects of L2 learners’ performance of tasks. This book focuses on one task implementation variable: planning. It considers theories of how opportunities to plan a task affect performance and tests claims derived from these theories in a series of empirical studies. The book examines different types of planning
Language disorders in children are one of the most frequent causes of difficulties in communication, social interaction, learning and academic achievement. It has been estimated that over 5% of children present with some kind of language disorder. This volume illustrates the state of the art in neurogenic language disorders in children. The most recent findings about acquired epileptiform aphasias (from Landau-Kleffner syndrome to autistic regression) are presented and discussed. Language disorders in children with early brain lesions are reviewed in relation to the side of the lesion and their epileptic correlates (e.g., paroxysmal abnormalities during NREM sleep). New clinical reports are presented and a large discussion is held on language disorders due to malformation or tumor lesions localized to the Posterior Fossa. The last part of the volume reviews the state of the art on some of the most debated clinical neurolinguistic pictures of developmental age such as crossed aphasia in children, the modality and types of aphasia recovery in children and persistent acquired childhood aphasia.
UBLI has conducted field surveys since 2002 and built spoken language corpora for French, Spanish, Italian (Salentino dialect), Russian, Malaysian, Turkish, Japanese, and Canadian multilinguals. This volume features new research presented at the UBLI second workshop on Corpus Linguistics – Research Domain, which was held on September 14, 2006. The first part consisting of eleven presentations to this workshop shows a wide range of subjects within the area of corpus-based research, such as dictionary, linguistic atlas, dialect, translation, ancient texts, non-standard texts, sociolinguistics, second language acquisition, and natural language processing. The second part of this volume comprises ten additional contributions to both written and spoken corpora by the members and research assistants of UBLI.
