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When kids begin reading, one of the first things they learn is how sounds are connected to letters. This small, sturdy board book is a simple but entertaining way for kids to start learning phonics. Each page, illustrated in DK's engaging visual style, teaches a single sound, some are single letter sounds like /e/, and others are combinations like /oo/.

The book features 33 sounds in alphabetical order. Each sound appears in a small box at the top of the page, and three photos of items whose names contain those sounds help kids make the connection. Whether a child reads this book alone or with a parent, the straightforward presentation makes My First Phonics Board Book a useful introduction to a lifetime of reading adventures.

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Written by two of the leading figures in the field, this is a lucid and systematic introduction to semantics as applied to transformational grammars of the "Government-Binding" model. It covers the fundamental constructions thoroughly with analyses, but goes well beyond that core, providing extensive discussion of quantification, binding and anaphora, and ellipsis.

With exercises and guides to further reading, the volume will be a key text for graduate level and advanced undergraduate introductory courses in semantics.
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Applied Linguistics as Social Science surveys the increasing dialogue between linguistics and social theory. The book shows how social theory, applied linguistics and sociolinguistics share a set of common concerns, and how an analysis of these to produce a social scientific account of applied linguistics helps to explain the interaction between social structures, human agents and language. Foreword . Introduction . Making connections: some key issues in social theory and applied linguistics . Sociology and ideas about language . Language as a cultural emergent property . Researching language learning: theories, evidence, claims . Social categories and theoretical descriptions . Social domain theory: interpreting intercultural communication . Language in the world: properties and powers . A social realist approach to research in applied linguistics.

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Rather than read through the guide to find out my one major ‘secret’, I can tell you right now. You need to speak the language from day one.

No years of studying grammar, no expensive and complicated software, no “magic pill” to master a language while you sleep, you just need to speak it. Speak it regularly, speak it confidently, and speak it immediately. The more you speak, the quicker you will improve.

Even though this may be obvious, how you actually speak a language that you have just started to learn seems almost impossible to many people. So they’ll wait until they are “ready”. That wait may be years, or they may simply never even try.
But it’s not actually that hard! That’s what the Language Hacking Guide is about.

NOTE: This edition of the Language Hacking Guide (English) has been translated into French, German, Spanish, Italian, Portuguese and Polish, so if you speak one of these languages you can use the guide to practice your target language (all of the files in these six languages are included in this upload).
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This book provides an introduction to the field of sociolinguistics for second and foreign language teachers. Chapters cover the basic areas of sociolinguistics that have a bearing on language teaching, including regional and social variations in dialects, language and gender, World Englishes, and intercultural communication. Each chapter has been specially written for this collection by an individual who has done extensive research on the topic explored. For each topic there is an overview of central terms and issues, and a discussion of implications for the language classroom. This is the first introductory text to address explicitly the pedagogical implications of current theory and research in sociolinguistics. The book will also be of interest to any teachers with students from linguistically diverse backgrounds.
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The authors here promote the reintroduction of temporality into the description and analysis of spoken interaction. They argue that spoken words are, in fact, temporal objects and that unless linguists consider how they are delivered within the context of time, they will not capture the full meaning of situated language use. Their approach is rigorously empirical, with analyses of English, German, and Italian rhythm, all grounded in sequences of actual talk-in-internation.

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Task-based language teaching (TBLT) has been attracting the attention of researchers, curriculum developers, teacher trainers and language teachers for many years. However, much of the available literature and research has been from a psycholinguistic perspective, driven by the desire to understand how people acquire a second language. Far less research has been carried out as to whether TBLT works for real teachers and real learners in a classroom environment. This book aims to offer a unique contribution by uniting a discussion of task-based pedagogical principles with descriptions of their application to real life language education problems. It provides an account of the many challenges and obstacles that the implementation of TBLT raises and discusses the different options for overcoming them. The book contains a substantial body of research from Flanders, where the implementation of TBLT has been a nationwide project for fifteen years in primary, secondary and adult education.
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This formidable selection of papers reflects the psycholinguistic and sociolinguistic underpinnings of the interface between language and education. Following an introduction that positions the field of educational linguistics historically and conceptually, the volume presents 15 contributions by leading scholars that cover the four areas most central to the field:
- Language teaching, language learning and literacy (Widdowson, Bialistok, Cohen & Allison);
- Language testing (Bachman, Davies, and Shohamy);
- Multilingualism, minority languages and language planning (Bratt-Paulston, Fishman, Lambert, Amara, de Bot & van Els);
- Language policy (Clyne, Tucker, Donato & Murday, McNamara & Lo Bianco, and Hornberger).
New Perspectives and Issues in Educational Language Policy is published in honour of Bernard Dov Spolsky and reflects his impact on applied linguistics in general and educational linguistics in particular. The breadth and coverage makes this an indispensable title for future research in the field of educational linguistics.This formidable selection of papers reflects the psycholinguistic and sociolinguistic underpinnings of the interface between language and education. Following an introduction that positions the field of educational linguistics historically and conceptually, the volume presents 15 contributions by leading scholars that cover the four areas most central to the field:
- Language teaching, language learning and literacy (Widdowson, Bialistok, Cohen & Allison);
- Language testing (Bachman, Davies, and Shohamy);
- Multilingualism, minority languages and language planning (Bratt-Paulston, Fishman, Lambert, Amara, de Bot & van Els);
- Language policy (Clyne, Tucker, Donato & Murday, McNamara & Lo Bianco, and Hornberger).
New Perspectives and Issues in Educational Language Policy is published in honour of Bernard Dov Spolsky and reflects his impact on applied linguistics in general and educational linguistics in particular. The breadth and coverage makes this an indispensable title for future research in the field of educational linguistics.

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Talk is Cheap begins with this telling observation about irony and proceeds to argue that such "unplain speaking" is fundamentally embedded in the way we now talk. Author John Haiman traces this sea-change in our use of language to the emergence of a postmodern "divided self" who is hyper-conscious that what he or she is saying has been said before; "cheap talk" thus allows us to distance ourselves from a social role with which we are uncomfortable. Haiman goes on to examine the full range of these pervasive distancing mechanisms, from clichés and quotation marks to camp and parody. Also, and importantly, Haiman highlights several ways in which language is evolving (and has evolved) from non-linguistic behavior. In other words, this study shows us how what we are saying is continually separating itself from how we say it.

As provocative as it is timely, the book will be fascinating reading for students of linguistics, literature, communication, anthropology, philosophy, and popular culture.

"Haiman's book represents the very best kind of work [being done] in cultural studies today. It constitutes a provocative--and refreshingly unpretentious--inquiry into human behavior (mainly linguistic but also non-linguistic)....A conceptually coherent whole that is nothing less than brilliant. Not to mention a terrifically good read. The book is dazzling in terms of the range of scholarship and documentation it draws on....It is altogether original in what it proposes and how it goes about its performance." (Suzanne Fleischman, University of California at Berkeley)
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Bernard Spolsky looks at the many debates at the forefront of language policy in this up-to-date introduction. The topics covered include ideas of correctness and bad language; bilingualism and multilingualism; language death and efforts to preserve endangered languages; language choice as a human and civil right; and language education policy. Spolsky develops a theory of modern national language policy and the major forces controlling it and explores questions that arise concerning the recognition of language policies and language management.

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