A bilingual anthology of detective writing in Spain and the UK/US, with a preliminary study by Enrique Torner.
This work was originally first available online through the World Association of International Studies at https://waisworld.org/en/wais/publications/books
In Brazil, the term língua da gente (literally ‘language of the people’) refers to the way that people actually talk in everyday speech. And that, in essence, is the object behind this series. We hope to provide practical lessons that demonstrate how people really speak, and we do this by presenting brief, slice-of-life dialogs, which focus on some daily situation, scenario, or task that we encounter every day.
Each audio podcast, generally between 8-12 minutes, includes the presentation of a brief dialog, a line-by-line English translation, and more in-depth analysis of the pronunciation, vocabulary, grammar, and cultural content in the lesson. Discussion blogs also accompany each lesson, providing community interaction for comments and questions. In broad terms, the lessons are subdivided into three levels of difficulty: Beginning, Elementary, and Intermediate. Additionally we have a cultural show that covers current events and related social issues.
The video "Femmes francophones, Pouvoir et developpement" provides insight on the evolving role of women in business and positions of power throughout the Francophone world. The activity accompanying the video allows students to shape their perceptions of the issues and achievements of Francophone women.
This textbook was developed to meet two distinct yet related needs. The more basic goal was to respond to the paucity of teaching materials suited to the needs of U.S. learners of Malayalam, particularly at the university level. Though some materials had previously been produced both in India and in the US, including three sets of materials co-written by the author, none were at all suited to the needs and purposes of American university students. Some of the author is earlier materials were ad hoc in nature, while the 510-page course written for Peace Corps volunteers concentrated on language for daily social interactions only. Both the Peace Corps materials and most of the materials written in India were written in Roman
transcription, thus making no serious attempt to teach the Malayalam script or the skills of reading or writing.
The Malayalam ·materials produced in India by various scholars or teach~rs were not readily available in the West, and were moreqver designed for Indian learners for whom formal explanations of the grammar and culture are largely unnecessary, since many of the grammar and discourse conventions are similar or identical to those found in their own mother tongues. Thus the texts available at that time lacked much of what was essential to the Western learner of the language. A couple more sets of teaching materials have come out in: the intervening 20 years, and some may now be ordered via the Internet. A partial list of these materials appears in the prologue following lesson Twenty-five in this text. These books are, in
general, designed to prepare the learner to handle everyday living situations in Malayalam, and as such can be useful adjuncts once the present volume has been thoroughly studied.
This text was conceived and designed to go beyond social conversation to prepare the Western learner to use the language as a research tool. To meet this goal the skills pf literacy in Malayalam are essential, but this is only a beginning. It is also necessary to have some familiarity with the formal style of the language, used in most types of written matter and in platform and other types of formal speaking. This is still a need uniquely met by this text. The irony is that our student audience has grown and diversified, so that the textbook for the Malayalam classes here at Texas must serve two rather different types of students. There are still a number of graduate students who seek out Malayalam as a research tool for their academic work. fu the past dozen years or so the Malayalam classes are being taken by increasing numbers of second generation Malayalis who have either been born in North America or spent most of their lives here. They are normally undergraduates whose goals do not include doing academic research in Kerala. They are mainly interested in being able to communicate better with relatives in Kerala and their interest in literacy extends mainly to being able to
write letters to grandparents or other non-English-speaking relatives. The majority of lessons containing conversations with friends and family members in the book can still serve their purposes well.
The second need to be met by this textbook was that of a reference grammar which could be used by linguists to glean accurate information about various aspects of the Malayalam language such as its phonology, syntax (grammar), 'semantics, and discourse. This type of reference grammar could serve both specialists in other Dravidian languages, as well as general linguists examining a specific feature in many unrelated languages.
You may hear that Malayalam is pronounced the way it is written. It’s not. This document provides some strategies for pronouncing Malayalam that may be hard for those with no prior exposure to the language. It is not meant to be comprehensive, but rather to focus on common challenges for beginners. Familiarity with the Malayalam script and the basic sounds of each letter is assumed throughout.
For English speakers, the Malayalam sound system contains both familiar and unfamiliar sounds. The Malayalam written script is phonetic, meaning that you say it as you write it (mostly!), and syllabic, meaning that it’s based on an alphabet and the syllables you can make with an alphabet. Therefore, there is a good correspondence between written and spoken Malayalam, though colloquial speech often diverges from standard written forms. This guide summarizes the basic pronunciation of Malayalam letters and presumes that you have spent at least some time learning the basic written letters already. If you grew up speaking Malayalam or hearing it frequently, then this guide may not help your pronunciation much, but it may help you with spelling and a better understanding of the sound system.
What is sandhi? A dictionary definition would say something like “the euphonic combination of sounds to facilitate pronunciation, often also represented in writing.” Sandhi in Sanskrit means “joining” and it refers technically to different ways that words are joined together both when speaking and when writing. Making words easier to pronounce in speech happens everywhere and all the time. Consider the English phrase, “what do you” In some places, it might be said, “whaccha”; in others, “whadya”; and so on. Or, “I am going to” becomes “Imma go ta”; “Let me” becomes “Lemme”; etc. Clearly articulating or distinguishing each word is often inconvenient and the sounds are regularly assimilated in one way or another. When authors try to replicate dialect or speech in English, they often turn to sandhi to capture some of the spoken effect. Sandhi means standardizing these pronunciation changes also in writing.
For English speakers, the Malayalam writing system, or script, may look intimidating. It’s not really. It works a little differently and requires some memorization, but the script is phonetic, meaning that you say it as you write it (mostly!), and syllabic, meaning that it’s based on an alphabet and the syllables you can make with an alphabet. With some hard work, you can learn the script within a week and never look back.
Click a header below to choose a script recognition category, which includes a Quizlet with flashcards to practice. There are four levels, each a little harder than the previous.
Malayalam word search. Search for words relate to emotions, food, animals, body parts, places, weather, relationships, and plants.
This early and very important commentary has been divided by chapter due to its length. Many variants in different editions have been noted, resulting in an improved critical text.
This is the Output of the Etwinning Project Mission: Creating Gender-Responsive Learning Environment.
When developing gender-responsive learning environment through the project, we will try to provide a complete and holistic picture of each unique situation as it relates to women, girls, men and boys.
While there are many gender-based barriers to education—socio-economic, cultural, and institutional—the project will focus on practical tools that individual teachers, directors, educators can put to immediate use in their classrooms, organization or even workplace. It addition, it contains key definitions related to gender and education, references to international commitments to gender equality in education, and a list of supplementary online resources and suggested reading materials.
We hope that this project will help to raise awareness, spark discussions, and encourage sensitive and productive learning environments for students of all genders and stages.
Commentary on the Yājñavalkya-dharmaśāstra
This self-paced course is based on the Nahuatl variant from the Huasteca of Veracruz that is spoken in Chicontepec, Veracruz, Mexico. The principal aim of this course is to develop the student’s oral, written, and comprehension abilities primarily through the study of grammar, listening, and reading. The intended audience for this pedagogical resource is foreign students interested in developing their language skills, as well as native teachers in bilingual schools in the Chicontepec region.
The andut website provides up-to-date resources and guidance on foreign language learning in grades PreKĐ8, with the intention that such information will help provide a strong foundation for long-term language instruction. The website offers multiple links to other resources, such as a searchable database for early language learning schools and teaching resources. A listserv is available as well via the website.
The mission of the National African Language Resource Center (NALRC) at the University of Indiana is to serve the entire community of African language educators and learners in the United States by sponsoring a wide range of educational and professional activities. The intent is to improve the accessibility and quality of African language instruction in the United States.
The National Foreign Language Resource Center (NFLRC) at the University of Hawai'i is one of the fifteen National Foreign Language Resource Centers established under Title VI of the U.S. Department of Education. NFLRC focuses on the less commonly taught languages of Asia and the Pacific, including Arabic. The website offers publications available for sale and frequently hosts conferences and workshops.
The mission of the National Heritage Language Resource Center (NHLRC) at the University of California, Los Angeles is to develop effective pedagogical approaches to teaching heritage language learners, first by creating a research base and then by pursuing curriculum design and teacher education. Some of the center's projects for Arabic include facilitating STARTALK workshops, publishing articles on Arabic linguistics, and more. The NHLRC is one of 15 Language Resource Centers established under Title VI of the U.S. Department of Education.
Students take a walk on the wild side when they research an animal and create a scavenger hunt activity for their classmates.
¡Naveguemos Juntos! Navigate with Us! welcomes you to the Spanish-speaking world and its language. This OER is designed to provide students access to interactive activities in order to reinforce the acquired knowledge of basic Spanish vocabulary and grammatical points. The activities presented in each chapter are contextualized and interconnected through the Spanish language and culture.
¡Naveguemos Juntos! was created for students taking the first year of Spanish. It is intended as an introductory Spanish course that covers levels 1 and 2 at community colleges. All resources found here are free! Instructors can use it as is, download a PDF of all the activities, or incorporate it in the LMS of their college (including Canvas). Furthermore, instructors have the option to adapt, edit, modify, and create their own version by using the LibreTexts’ Remixer tool.
The goal of this OER is to help students access these free activities while saving them hundreds of dollars in costly homework platforms offered by commercial textbooks.
It is with great hope that the content provided in ¡Naveguemos Juntos! fulfills the academic expectations across the community colleges in California.