Writing Across Languages and Cultures PDF Download

Author: Alan C. Purves
Publisher: SAGE Publications, Incorporated
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 320

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Book Description
Contrastive rhetoric is the term used to describe the observable differences in the linguistic and structural aspects of writing from culturally different settings. Writing Across Languages and Cultures - the second volume in the Written Communication Annual series - introduces theoretical and methodological approaches to issues in contrastive rhetoric and its relationship to teaching and curricula. It also considers national differences in writing styles, how these cultural patterns are transferred to second language writing and the criteria applied to the writing of non-native speakers.

Author: Ulla Connor
Publisher: Addison Wesley Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 216

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Book Description
This collection of articles presents an evaluation of research in the analysis of written text and its application in the teaching of second-language writing skills. The volume presents both linguistic and psychological theories connected to the written text.

Author: Gerd Bräuer
Publisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 212

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Book Description
The first volume of the serial is dedicated to writing, merely for the reason that writing can still be considered in language education to be a skill to which little attention is paid, where as discourses on listening, reading, and especially speaking experienced major advances over the last two decades. With the intention to question this rather international tendency from as many as possible different perspectives, this book unifies articles from Switzerland and Italy, Denmark, Germany, and the US, dealing with French, Italian, German, and English as foreign or second languages in all levels of instruction. The aim of this first volume is mainly to encourage the understanding of an expanded function of writing in the field of language education, in theoretical terms and within the framework of classroom practice. Writing is understood here not only as a tool for recording knowledge but also as a means of developing it. Writing seen as such reaches beyond the realm of a foreign language, connecting the learner's expertise of his/her native language and culture with the ones to be studied. When we acknowledge language as a social phenomenon, the potential uses of writing for learning across the curriculum are revealed.

Author: Carol Lynn Moder
Publisher: John Benjamins Publishing
ISBN: 9789027230782
Category : Language Arts & Disciplines
Languages : en
Pages : 378

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Book Description
This volume seeks to answers such questions as: how is conscious experience translated into discourse? How are foregrounding and backgrounding accomplished? What is the function of features like lexical choice and referential choice? And many more.

Author: Christina Ortmeier-Hooper
Publisher: Principles in Practice
ISBN: 9780814158531
Category : English language
Languages : en
Pages : 0

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Book Description
Challenges deficit models of ELL and multilingual writers and offers techniques to help teachers identify their students' strengths and develop inclusive research-based writing practices that are helpful to all students. The approach outlined focuses on writing instruction, response, and assessment for ELL and multilingual students.

Author: Nancy H. Hornberger
Publisher: Multilingual Matters
ISBN: 1847694012
Category : Language Arts & Disciplines
Languages : en
Pages : 592

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Book Description
This book, addressed to experienced and novice language educators, provides an up-to-date overview of sociolinguistics, reflecting changes in the global situation and the continuing evolution of the field and its relevance to language education around the world. Topics covered include nationalism and popular culture, style and identity, creole languages, critical language awareness, gender and ethnicity, multimodal literacies, classroom discourse, and ideologies and power. Whether considering the role of English as an international language or innovative initiatives in Indigenous language revitalization, in every context of the world sociolinguistic perspectives highlight the fluid and flexible use of language in communities and classrooms, and the importance of teacher practices that open up spaces of awareness and acceptance of --and access to--the widest possible communicative repertoire for students.

Author: Ulla Connor
Publisher: Cambridge University Press
ISBN: 0521446880
Category : Education
Languages : en
Pages : 224

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Book Description
Shows how a person's first language and culture influence writing in a second language.

Author: Anuradha Dingwaney
Publisher: University of Pittsburgh Pre
ISBN: 0822974681
Category : Language Arts & Disciplines
Languages : en
Pages : 374

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Book Description
Translated texts are often either uncritically consumed by readers, teacher, and scholars or seen to represent an ineluctable loss, a diminishing of original texts. Translation, however, is a cultural practice, influenced also by social and political imperatives, which can open more doors than it closes. The essays in this book show how the act of translation, when vigilantly and critically attended to, becomes a means for active interrogation.

Author: Anna Robinson-Pant
Publisher: Taylor & Francis
ISBN: 1317542703
Category : Education
Languages : en
Pages : 156

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Book Description
We are working within an increasingly globalised knowledge economy, where researchers collaborate in cross-cultural teams, collect data in a variety of languages and share findings for international audiences who may be unfamiliar with the cultural context. Researching across Languages and Cultures is a guide for doctoral students and other researchers engaged in such multilingual and intercultural research, providing a framework for analysis and development of their experiences. Demonstrating the link between the theoretical approaches offered by the authors and the practical problems encountered by doctoral researchers, this ground-breaking book draws on research interviews with doctoral students from around the world. Students’ written reflections on their experiences are presented as interludes between each chapter. A practical, hands-on guide to planning, conducting and writing up research, the book explores the crucial roles involved in interpreting data across cultures within doctoral research. Key topics include: The role of the interpreter and/or local research assistant in the research process and the ethics of translation. Constructing knowledge across cultures: addressing questions of audience, power and voice Academic literacy practices in multilingual settings The doctoral student’s role within the geopolitics of academic publishing and forms of research dissemination The pragmatics of mediated communication (implicatures, intentions, dialogue) Researchers who come from and work in monolingual societies often forget that their context is unusual – most of the world live in multilingual contexts, where linguistic shifts and hybridities are the norm. Two authors with extensive experience, together with a number of their existing or former research students, share insights into these issues that surround language and culture in research. This book will be a useful guide for academic researchers, doctoral students, research supervisors and Masters students who carry out empirical research in multilingual or multicultural contexts and/or are writing about their research for a diverse readership across the world.

Author: Bernardo M. Ferdman
Publisher: SUNY Press
ISBN: 9780791418154
Category : Social Science
Languages : en
Pages : 356

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Book Description
This book examines the linkage between literacy and linguistic diversity, embedding them in their social and cultural contexts. It illustrates that a more complete understanding of literacy among diverse populations and in multicultural societies requires attention to issues of literacy per se as well as to improving an educational process that has relevance beyond members of majority cultures and linguistic groups. The focus of the book is on the social and cultural contexts in which literacy develops and is enacted, with an emphasis on the North American situation. Educators and researchers are discovering that cognitive approaches, while very valuable, are insufficient by themselves to answer important questions about literacy in heterogeneous societies. By considering the implications of family, school, culture, society, and nation for literary processes, the book answers the following questions. In a multi-ethnic context, what does it mean to be literate? What are the processes involved in becoming and being literate in a second language? In what ways is literacy in a second language similar and in what ways is it different from mother-tongue literacy? What factors must be understood to better describe and facilitate literacy acquisition among members of ethnic and linguistic minorities? What are some current approaches that are being used to accomplish this? These are vital questions for researchers and educators in a world that has a large number of immigrants, a variety of multi-ethnic and multi-lingual societies, and an increasing degree of multinational activity. Beyond addressing applied concerns, attending to these questions can provide new insights into basic aspects of literacy.