Linguistics is much more than a study reserved for academicians. Linguistics has real-life applications to effective teachingnow more than ever. With the increased emphasis on phonemic awareness and phonics in the teaching of reading, teachers need to understand how language works. When teachers are familiar with basic linguistic concepts, they are better prepared to make decisions about how to teach reading, spelling, phonics, and grammar to all students, including English language learners. In this unique linguistics course-in-a-book, David and Yvonne Freeman explain essential linguistic concepts in a thorough, but manageable manner and show the connections between linguistic theory and classroom practice. They demonstrate that the greater a teacher's understanding of basic language structures and processes, the easier it is to make good decisions on tough topics like phonics, spelling, and grammar. They present: the basic concepts of linguistics in everyday language examples and activities that apply linguistics concepts to teaching reading, spelling, phonics, and grammar to all students, including English language learnersend-of-chapter applications that link linguistic theory and classroom practice.Understand more about how language works, then use that knowledge to help your students learn. Turn prescriptive approaches into linguistic investigations. Get yourself and your students hooked on linguistics.

    An early traveller to the Americas who sailed on one of Columbus's voyages, Las Casas was so horrified by the wholesale massacre he witnessed that he dedicated his life to protecting the Indian community. He wrote A Short Account of the Destruction of the Indies in 1542, a shocking catalogue of mass slaughter, torture and slavery, which showed that the evangelizing vision of Columbus had descended under later conquistadors into genocide. Dedicated to Philip II to alert the Castilian Crown to these atrocities and demand that the Indians be entitled to the basic rights of humankind, this passionate work of documentary vividness outraged Europe and contributed to the idea of the Spanish 'Black Legend' that would last for centuries.

    But only in the beginning. After the opening act of the great national drama, Native Americans yielded to the westward rush of European settlers.Or so the story usually goes. Yet, for three centuries after Columbus, Native people controlled most of eastern North America and profoundly shaped its destiny. In Facing East from Indian Country, Daniel K. Richter keeps Native people center-stage throughout the story of the origins of the United States.Viewed from Indian country, the sixteenth century was an era in which Native people discovered Europeans and struggled to make sense of a new world. Well into the seventeenth century, the most profound challenges to Indian life came less from the arrival of a relative handful of European colonists than from the biological, economic, and environmental forces the newcomers unleashed. Drawing upon their own traditions, Indian communities reinvented themselves and carved out a place in a world dominated by transatlantic European empires. In 1776, however, when some of Britain's colonists rebelled against that imperial world, they overturned the system that had made Euro-American and Native coexistence possible. Eastern North America only ceased to be an Indian country because the revolutionaries denied the continent's first peoples a place in the nation they were creating.In rediscovering early America as Indian country, Richter employs the historian's craft to challenge cherished assumptions about times and places we thought we knew well, revealing Native American experiences at the core of the nation's birth and identity.

    Preserving the general structure of the author's important study Language, Meaning and Context (1981), this text has been expanded in scope to introduce several topics that were not previously discussed, and to take account of new developments in linguistic semantics over the past decade.

    It provides clear, simple explanations and concrete examples of complex concepts, making a wide variety of commonly used critical theories accessible to novices without sacrificing any theoretical rigor or thoroughness.This new edition provides in-depth coverage of the most common approaches to literary analysis today: feminism, psychoanalysis, Marxism, reader-response theory, new criticism, structuralism and semiotics, deconstruction, new historicism, cultural criticism, lesbian/gay/queer theory, African American criticism, and postcolonial criticism. The chapters provide an extended explanation of each theory, using examples from everyday life, popular culture, and literary texts; a list of specific questions critics who use that theory ask about literary texts; an interpretation of F. Scott Fitzgerald's The Great Gatsby through the lens of each theory; a list of questions for further practice to guide readers in applying each theory to different literary works; and a bibliography of primary and secondary works for further reading.

    The author's enthusiasm for and knowledge of the current theatre, highlighted by contemporary production shots from around the world, put the students in the front row.

    With hard-hitting information and a touch of comic relief, Berliner, Glass, and their Associates separate fact from fiction in this comprehensive look at modern education reform. They explain how the mythical failure of public education has been created and perpetuated in large part by political and economic interests that stand to gain from its destruction. They also expose a rapidly expanding variety of organizations and media that intentionally misrepresent facts. Many of these organizations suggest that their goal is unbiased service in the public interest when, in fact, they represent narrow political and financial interests. Where appropriate, the authors name the promoters of these deceptions and point out how they are served by encouraging false beliefs.This provocative book features short essays on important topics to provide every elected representative, school administrator, school board member, teacher, parent, and concerned citizen with much food for thought, as well as reliable knowledge from authoritative sources.

    C. Gwynne’s Empire of the Summer Moon spans two astonishing stories. The first traces the rise and fall of the Comanches, the most powerful Indian tribe in American history. The second entails one of the most remarkable narratives ever to come out of the Old West: the epic saga of the pioneer woman Cynthia Ann Parker and her mixed-blood son Quanah, who became the last and greatest chief of the Comanches. Although readers may be more familiar with the tribal names Apache and Sioux, it was in fact the legendary fighting ability of the Comanches that determined just how and when the American West opened up. Comanche boys became adept bareback riders by age six; full Comanche braves were considered the best horsemen who ever rode. They were so masterful at war and so skillful with their arrows and lances that they stopped the northern drive of colonial Spain from Mexico and halted the French expansion westward from Louisiana. White settlers arriving in Texas from the eastern United States were surprised to find the frontier being rolled backward by Comanches incensed by the invasion of their tribal lands. So effective were the Comanches that they forced the creation of the Texas Rangers and account for the advent of the new weapon specifically designed to fight them: the six-gun. The war with the Comanches lasted four decades, in effect holding up the development of the new American nation. Gwynne’s exhilarating account delivers a sweeping narrative that encompasses Spanish colonialism, the Civil War, the destruction of the buffalo herds, and the arrival of the railroads—a historical feast for anyone interested in how the United States came into being. Against this backdrop Gwynne presents the compelling drama of Cynthia Ann Parker, a lovely nine-year-old girl with cornflower-blue eyes who was kidnapped by Comanches from the far Texas frontier in 1836. She grew to love her captors and became infamous as the "White Squaw" who refused to return until her tragic capture by Texas Rangers in 1860. More famous still was her son Quanah, a warrior who was never defeated and whose guerrilla wars in the Texas Panhandle made him a legend. S. C. Gwynne’s account of these events is meticulously researched, intellectually provocative, and, above all, thrillingly told.

    Class tested and having seven editions, this text is a useful reference for any student of history, major and non-major alike, in both introductory and advanced courses.

    The author, a feminist anthropologist, uses three texts developed out of her research in Taiwan—a piece of fiction, anthropological fieldnotes, and a social science article—to explore some of these criticisms.Each text takes a different perspective, is written in a different style, and has different "outcomes," yet all three involve the same fascinating set of events. A young mother began to behave in a decidedly abherrant, perhaps suicidal manner, and opinion in her village was sharply divided over the reason. Was she becoming a shaman, posessed by a god? Was she deranged, in need of physical restraint, drugs, and hospitalization? Or was she being cynically manipulated by her ne'er-do-well husband to elicit sympathy and money from her neighbors? In the end, the woman was taken away from the area to her mother's house. For some villagers, this settled the matter; for others the debate over her behavior was probably never truly resolved.The first text is a short story written shortly after the incident, which occurred almost thrity years ago; the second text is a copy of the fieldnotes collected about the events covered in the short story; the third text is an article published in 1990 in American Ethnologist that analyzes the incident from the author's current perspective. Following each text is a Commentary in which the author discusses such topics as experimental ethnography, polyvocality, authorial presence and control, reflexivity, and some of the differences between fiction and ethnography.The three texts are framed by two chapters in which the author discusses the genereal problems posed by feminist and postmodernist critics of ethnography and presents her personal exploration of these issues in an argument that is strongly self-reflexive and theoretically rigorous. She considers some feminist concerns over colonial research methods and takes issues with the insistence of some feminists tha the topics of ethnographic research be set by those who are studied. The book concludes with a plea for ethnographic responsibility based on a less academic and more practical perspective.

    Quality assurance was conducted on each of these books in an attempt to remove books with imperfections introduced by the digitization process. Though we have made best efforts - the books may have occasional errors that do not impede the reading experience. We believe this work is culturally important and have elected to bring the book back into print as part of our continuing commitment to the preservation of printed works worldwide.

    Recognized as THE book for teaching academic reading skills, the fifth edition continues to introduce students in the humanities, arts, and social sciences to a basic knowledge of German that they can use independently to begin to read specialized literature in their respective fields.

    With hundreds of new examples pulled from everyday life, Junk English 2 shows how our language has become so pliable and flabby that the more we read and hear, the less we know.

    It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories. The textbook presents section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition has been updated significantly to reflect the latest research and current, relevant examples.

    "This text skillfully balances current demands for outcomes and accountability with what we know about the vital role of play in children's learning."