"Building Bridges" extends the debate on resources in multilingual classrooms in new directions. It focuses on the languages other than English that are most commonly spoken by British school children - Bengali, Chinese, Gujarati, Punjabi and Urdu; and it looks at ways in which decisions about langauge, typography, production and design affect both readability and status. A number of themes run through the book: the value of diversity for all children in all schools; the importance of creating an atmosphere which supports the use of spoken and written resources in other languages; the need to recognize status issues associated with the design and production of resources; the fact that children are more perceptive users of materials than they are generally given credit for; and the potential of multilingual resources for building bridges between monolinguals and bilinguals, between home and school.

Linguistic Informatics is a research field named by the Center of Excellence (COE) Program: Usage-Based Linguistic Informatics (UBLI), which aims to systematically integrate studies in computer science, linguistics, and language education. The first part of this volume contains three lectures on spoken language analysis and corpus linguistics delivered at the Second International Conference on Linguistic Informatics held on December 10, 2005. The nine contributions in the second part come from the Collaboration Workshop on spoken language corpora between UBLI and C-ORAL-ROM, a consortium researching the spoken Romance languages. In the third part, four studies representative of Linguistic Informatics are presented. These studies deal with (1) Corpus-based analysis of linguistic usages, (2) Typological study of different languages, (3) Effective integration of e-learning and task-based face-to-face teaching and (4) Fosterage of language education researchers with expertise in the field of Linguistic Informatics.

THIS IS NOT AN IT BOOK. It is based in the centre of a wide field of modern research. In my opinion the articles presented here are placed fully within the scope of Englishtips more advanced linguistic students, language researchers and  especially teachers - stovokor

New opportunities in the global workplace have heightened interest in business studies. In response to this trend, this book presents an in-depth analysis of a corpus of authentic business studies lectures, focusing on spoken, academic, disciplinary and professional features (e.g., speech rate, interactive devices, specialized lexis) that are crucial to comprehension, but often problematic for non-native speakers. The investigation adopts an original multi-pronged approach including quantitative, qualitative and comparative analyses. It utilizes techniques drawn mainly from corpus linguistics and discourse analysis, but also integrates observational and ethnographic methods to provide unique extra-linguistic insights. The study is thus a full-circle interpretive account of this dynamic spoken genre where academia and profession converge. The book shows how business studies lectures are characterised by a synergy of discourses and communicative channels that reflect the community of practice, highlighting the need to help international business students develop multiple literacies to overcome present and future challenges.

Cool English is a monthly magazine for teachers and learners of English. The Magazine focuses on modern, spoken English in a fun and easy-to-learn format.

As literature written in Latin has almost no female authors, we are dependent on male writers for some understanding of the way women would have spoken. Plautus (3rd to 2nd century BCE) and Terence (2nd century BCE) consistently write particular linguistic features into the lines spoken by their female characters: endearments, soft speech, and incoherent focus on numerous small problems. Dorota M. Dutsch describes the construction of this feminine idiom and asks whether it should be considered as evidence of how Roman women actually spoke.