Showing posts with label linguistics. Show all posts
Showing posts with label linguistics. Show all posts

3/03/2013

How Languages Are Learned (Oxford Handbooks for Language Teachers) Review

How Languages Are Learned (Oxford Handbooks for Language Teachers)
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I really recommend this book as an introduction to Second Language Acquisition (SLA) reasearch. It was written with the language teacher in mind. Many of the other books on the subject are focused on the researcher rather than the teacher, so this book fills a gap in the literature. The explanations of the major theories are carried out without frequent use of jargon, so it's easy for the beginner to get a handle on SLA theory. I even recommend this for students who are studying SLA in graduate school. This will provide an excellent introduction that could be read before reading more difficult texts. After readinging "How Languages Are Learned", you'll understand more in depth discussions about the theories covered. A must for all practicing language teachers.

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This book is a comprehensive and readable introduction to how languages are learned. It presents the main theories of first and second language acquisition, and, with the help of activities and questionnaires, discusses their practical implications for language teaching.

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2/05/2013

Myths and Realities, Second Edition: Best Practices for English Language Learners Review

Myths and Realities, Second Edition: Best Practices for English Language Learners
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Do younger children learn language faster? Were our grandparents more receptive to learning English? Should English language learners start grades below their age? These and other issues are addressed in this excellent introductory text to the misconceptions of teaching English as a second language. By dissecting the accepted practices and underlying beliefs that have shaped ESL instruction for many students, the book attempts to bring to light facets of the controversy that have not yet been adequately examined. Using simple language and a very quick read format(this may be it's one drawback as more detailed research would be the next step)it is the perfect book for a study group in a school or an introductory college class. In a nation that is facing ever increasing numbers of immigrant and native born non-English speakers, this book is a good way to begin the dialogue on how to help schools realistically help children learn to be fluent in more than one language. It is definitely worth reading.

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A lot has changed since the first edition of Myths and Realities, yet the trends in education are as undeniable as they were then: English language learners (ELLs) constitute the fastest growing population in U.S. schools and their teachers face an increasingly challenging educational context. For teachers and other educators, acquiring the understanding and skills to help ELLs succeed academically is more urgent than ever.

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11/02/2012

Writing Degree Zero Review

Writing Degree Zero
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*Writing Degree Zero* is one of those 100-page books you need a 500-page book to really understand. You know you're in trouble when, like me, you find yourself having a problem fully comprehending even the `explanatory' preface. In which, by the way, Susan Sontag warns of the difficulty of the text and states that *Writing Degree Zero* serves as a kind of précis of Barthes' early views that presupposes the reader's familiarity with the literary argument of the time, specifically as it was presented in Sartre's book on the subject *What is Literature?*
That all said, there was still much that I found of interest in this slim volume. The main thrust of the argument seems to be the `impossible' dilemma inherent in the act of writing. And, by `writing,' we mean here the act at its highest level of intent. How, for instance, can the writer compose an authentic text when the very tools he's forced to use--the conventions of language and Literature--are those that belong to a tradition he had no part in choosing, let alone creating? How can he write a text socially and historically engaged in the present when this tradition is handed to him from the past? How can he avoid slipping into cliché, commercialism, and sloganistic propaganda, all pitfalls of the present, and yet still make himself understood and relevant to his time?
Barthes makes much of the distinction between speaking and writing, the former more genuine than the latter in his view, inasmuch as speech is less bound by `Order,' which is, by its very nature, always closed and authoritarian. Yet all attempts to convert the idiosyncratic, free-form rhythms and authenticity of speech into text ((as in the works of Celine)) remains, in the final analysis, when written, artifice.
What's a writer to do? Barthes advances the notion of `modes of writing,' a conscious attempt on the part of the writer to approach the act of writing by first choosing from among various strategies of presentation. He also speaks of a `neutral' manner of writing, `degree zero,' but he's quick to point out that this can also degenerate into a mere mannerism and, in its turn, become just another literary convention to escape. It seems to me that Barthes is saying that a writer is trapped, like a rat in a box, condemned to chasing its own tail. Perhaps the only possible escape is for a writer to constantly switch `modes of writing,' to invent new ones for every utterance? Well, that's my own solution, but if Barthes thought it were as simple as that, you'd think he would have said so, right?
Besides, what do I know? I think I was practically making up my own theories as I went along in trying to understand what I was reading.
Abbreviated, dense, and elusive as it might be, as intellectually handicapped as I might be, *Writing Degree Zero* is so full of intriguing insights and lines of thought that even understanding maybe one-third of it, I felt it was time well spent. It has certainly inspired me to read further into the ideas of this paradoxical theoretician.


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In his first book, French critic Roland Barthes defines the complex nature of writing, as well as the social, historical, political, and personal forces responsible for the formal changes in writing from the classical period to recent times.

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