Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and 'Community Languages'; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable.
The Last Speakers: The Quest to Save the World's Most Endangered Languages
Part travelogue and part scientist's notebook, The Last Speakers is the poignant chronicle of author's expeditions around the world to meet with last speakers of vanishing languages. The speakers' eloquent reflections and candid photographs reveal little-known lifeways as well as revitalization efforts to teach disappearing languages to younger generations. Thought-provoking and engaging, this unique book illuminates the global language-extinction crisis through photos, graphics, interviews, traditional wisdom never before translated into English, and first-person essays that thrillingly convey the adventure of science and exploration.
Adpositions: Pragmatic, Semantic and Syntactic Perspectives (Typological Studies in Language)
This book is a collection of articles which deal with adpositions in a variety of languages and from a number of perspectives. Not only does the book cover what is traditionally treated in studies from a European and Semitic orientation - prepositions, but it presents studies on postpositions, too. The main languages dealt with in the collection are English, French and Hebrew, but there are articles devoted to other languages including Korean, Turkic languages, Armenian, Russian and Ukrainian.
Offering practical approaches to finding a place for African languages in the information revolution, this overview lays the foundation for more effectively bridging the "digital divide" by finding new solutions to old problems.
This volume explores contrastive rhetoric for audiences in both ESL contexts and international EFL contexts, exposing the newest developments in theories of culture and discourse and pushing the boundaries beyond any previously staked ground. The book presents a comprehensive set of empirical investigations involving a number of first languages; 13 of the 17 authors are English-as-a-second-language speakers, many working in non-US contexts.
