This book explores a new pedagogical model called The Third Model, which places the encounter between the child and the curriculum at the center of educational theory and practice. The Third Model is implemented in an alternative classroom called Community of Thinking. Teaching and learning in a Community of Thinking is based on three "stations": the fertile question; research; and concluding performance. The essence of a Community of Thinking is the formation of a group of students and teachers who grapple with a troubling question to which they do not know the answer at the outset – and sometimes even at the end of their investigation.
The idea behind the book is that the paradigm of European national languages (official orthography; language standardization; full use of language in most everyday contexts) is imposed in cookie-cutter fashion on many language revitalization projects of Native American languages. This is the offical language model. While this model fits the sovereign status of many Native American groups, it does not meet the linguistic ideology of Native American communities, and creates projects and products that do not engage the communities which they are created to serve
The field of second/foreign language teacher education is calling out for a coherent and comprehensive framework for teacher preparation in these times of accelerating economic, cultural, and educational globalization. Responding to this call, this book introduces a state-of-the-art model for developing prospective and practicing teachers into strategic thinkers, exploratory researchers, and transformative teachers. The model includes five modules: Knowing, Analyzing, Recognizing, Doing, and Seeing (KARDS).
This volume, which has partly grown from a Round Table at the XIVth International Congress of Linguists, argues for a large amount of underlying unity in outlook among different frameworks in present-day linguistics: the contemporary Prague School; the Noematic approach; the UNITYP model; Integrational Linguistics; Natural Morphology; much recent work in phonology; and Popperian Interactionism as applied, in particular, to historical linguistics.
In this book, we will examine the historical context in which the "new" generative morphology has evolved (Chapter I), the work that "founded" the field, Halle's 1973 proposal (Chapter II) and the first theoretical, non episodic, proposal, that of Aronoff 1976 (Chapters III and IV). Following this, a model of the organization of the lexical component is given, along with some well formedness conditions (Chapter V), In addition, a model is proposed for the interplay among the various types of morphological rules, namely derivation, inflection and compounding rules (Chapter VI).
