The Handbook of Language Development provides a comprehensive treatment of the major topics and current concerns in the field. Including new academic terrain such as brain development, computational skills, bilingualism, education, and cross-linguistic comparisons, this volume explores the progress of twenty-first-century research in language development while considering its precursors and looking towards promising research topics for the future.
Language, Culture, and Mind: Natural Constructions and Social Kinds
Based on fieldwork carried out in a Mayan village in Guatemala, this book examines local understandings of mind through the lens of language and culture. It focuses on a variety of grammatical structures and discursive practices through which mental states are encoded and social relations are expressed: inalienable possessions, such as body parts and kinship terms; interjections, such as 'ouch' and 'yuck'; complement-taking predicates, such as 'believe' and 'desire'; and grammatical categories such as mood, status and evidentiality.
Including examples from Russia's greatest poets, Michael Wachtel draws on three centuries of verse, from the beginnings of secular literature in the eighteenth century to the present day. The first part of his book is devoted to concepts such as versification, poetic language and tradition. In the second part he examines the ode, the elegy, love poetry, nature poetry and patriotic verse.
Mind, Brain, and Language: Multidisciplinary Perspectives
Much of the groundbreaking work in many fields is now occurring at the intersection of traditional academic disciplines. This development is well demonstrated in this important and unique volume, which offers a multidisciplinary view of current findings and cutting-edge issues involving the relationship between mind, brain, and language.
In this book the author builds a comprehensive framework for the assessment of young language learners in both foreign language and second language learning situations. She begins by considering why we need a special book on young learner assessment, and describes the nature of young learner language learning. The assessment approach is task-based and is centred around tasks and techniques suitable for young learners, with particular emphasis on classroom assessment. Oral language assessment, and reading and writing assessment are addressed in separate chapters.
