Product Description Nigel Warburton brings philosophy to life with an imaginative selection of philosophical writings on key topics. Philosophy: Basic Readings is structured around the same key themes as its companion volume, Philosophy: The Basics, but is also ideal for independent use.
introduces students to key issues and themes that include bilingual development and education; and the integration of social and cognitive perspectives
uses tasks and examples to equip the reader with the necessary skills and insights to assess and interpret research drawn from bilingual populations
incorporates case studies drawn from a range of countries such as the United States, South Africa, the Netherlands, Morocco and the People's Republic of China
gathers together influential readings from key names in the discipline, including: Fred Genesee, Richard Bourhis, Elizabeth Peal, Wallace Lambert, Merrill Swain , Jim Cummins, and Ellen Bialystok.
How English Works: A Grammar Handbook with Readings is designed for classroom use with intermediate and advanced students of English. Such a range of abilities can easily be addressed in a book of this kind: as we teachers know only too well, even advanced students who speak and understand English with apparent ease can still make many errors when they write and can still have surprising gaps in understanding.
This book aims to contribute to a growing interest amongst psycholinguists and morphologists in the mechanisms of meaning predictability. It presents a brand-new model of the meaning-prediction of novel, context-free naming units, relating the wordformation and wordinterpretation processes. Unlike previous studies, mostly focussed on N+N compounds, the scope of this book is much wider. It not only covers all types of complex words, but also discusses a whole range of predictability-boosting and -reducing conditions. Two measures are introduced, the Predictability Rate and the Objectified Predictability Rate, in order to compare the strength of predictable readings both within a word and relative to the most predictable readings of other coinages. Four extensive experiments indicate inter alia the equal predicting capacity of native and non-native speakers, the close interconnection between linguistic and extra-linguistic factors, the important role of prototypical semes, and the usual dominance of a single central reading.
Public debates on the benefits and dangers of mass literacy prompted nineteenth-century British authors to write about illiteracy. Since the early twentieth century writers outside Europe have paid increasing attention to the subject as a measure both of cultural dependence and independence. So far literary studies has taken little notice of this. The Non-Literate Other: Readings of Illiteracy in Twentieth-Century Novels in English offers explanations for this lack of interest in illiteracy amongst scholars of literature, and attempts to remedy this neglect by posing the question of how writers use their literacy to write about a condition radically unlike their own. Answers to this question are given in the analysis of nineteen works featuring illiterates yet never before studied for doing so. The book explores the scriptlessness of Neanderthals in William Golding, of barbarians in Angela Carter, David Malouf, and J.M. Coetzee, of African natives in Joseph Conrad and Chinua Achebe, of Maoris in Patricia Grace and Chippewas in Louise Erdrich, of fugitive or former slaves and their descendants in Richard Wright, Toni Morrison, and Ernest Gaines, of Untouchables in Mulk Raj Anand and Salman Rushdie, and of migrants in Maxine Hong Kingston, Joy Kogawa, and Amy Tan. In so doing it conveys a clear sense of the complexity and variability of the phenomenon of non-literacy as well as its fictional resourcefulness
