Languages and the First World War: Representation and Memory
This book examines issues around the representation and memory of the First World War. With contributions from international academics, the chapters cover a wide range of the historiographical aspects of war including the nature of representing the war in letters and diaries; the documentation of language change; the language of representing the war in reportage and literature; and the language of remembering the war.
In Ten Lectures on Cognitive Linguistics and the Unification of Spoken and Signed Languages Sherman Wilcox suggests that rather than abstracting away from the material substance of language, linguists can discover the deep connections between signed and spoken languages by taking an embodied view.
Written to address the fundamentals of formal languages, automata, and computability, An Introduction to Formal Languages and Automata provides an accessible, student-friendly presentation of all material essential to an introductory Theory of Computation course. It is designed to familiarize students with the foundations and principles of computer science and to strengthen the students' ability to carry out formal and rigorous mathematical arguments.
Syntax is the study of how sentences are built. Whereas the grammar of English (or other languages) might look like a rather chaotic set of arbitrary patterns, linguistic science has revealed that these patterns can actually be understood as a result of a small number of grammatical principles. This lively introductory textbook is designed for undergraduate students in linguistics, English and modern languages with relatively little background in the subject, offering the necessary tools for the analysis of phrases and sentences, while at the same time introducing state-of-the-art syntactic theory, in an accessible and engaging way.
This Guide is a resource for languages teachers to use in reflecting on languages education, their role as languages teachers, and their programs and pedagogies in relation to contemporary educational understandings and contexts. It invites teachers to think about the content, process and outcomes of their work in teaching, learning and assessment. The Guide is based on recent work by members of the languages teaching profession: teachers and researchers based in classrooms, schools and universities.
