Encyclopedia of Bilingualism and Bilingual Education
This encyclopedia is divided into three sections: individual bilingualism; bilingualism in society and bilingual education. It includes many pictures, graphs, maps and diagrams. The book concludes with a comprehensive bibliography on bilingualism.
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Encyclopedia of bilingualism and bilingual education
User Review - Not Available - Book VerdictJust about anything anyone would want to know (and then some) about bilingualism around the world can be found in this 500,000-word encyclopedia. Noting that approximately two-thirds of the world's ... Read full review
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this book is very helpful especially to people who are eager to learn foreign language
Contents
1 | |
2 | |
3 | |
4 | |
5 | |
6 | |
7 | |
8 | |
670
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395 |
74
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441 |
81
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444 |
Language as a Problem a Right and a Resource
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445 |
LANGUAGES IN CONTACT
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553 |
Africa
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563 |
Language and Speech Therapy in a Bilingual
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584 |
586
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607 |
9 | |
12 | |
14 | |
15 | |
17 | |
22 | |
28 | |
36 | |
44 | |
82 | |
Mother Tongue
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152 |
Language Maintenance
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181 |
Language Revival and Reversal
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186 |
Two Cases of Language Revival Maori and Hebrew
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195 |
Language Planning
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203 |
Language Standardization
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206 |
Linguistic Purism
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217 |
Language Marketing 181 186 195 203 210 217 47
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221 |
Bilingualism and Sensitivity in Communication 3 Codeswitching 51 54 58 Bilingualism in the Modern World 1 Information Technology and Bilingu...
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228 |
Bilingualism and the Internet
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231 |
Translation and Interpretation
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234 |
Religion and Bilingualism
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245 |
Bilingualism and the Economy
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250 |
Language Strategies for Business
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258 |
Bilingual Professions
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263 |
Bilingualism and the Mass Media
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269 |
Bilingualism and Tourism Bilingualism and Thinking 1 Bilingualism and Intelligence 2 Bilingualism and Creative Thinking 3 Field Dependency and ...
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272 |
Bilingualism and the Brain 62
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358 |
66
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388 |
The Assimilation of Language Minorities 3 Integration and Language Minorities 4 Multiculturalism
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621 |
Visits and Exchanges to Other Countries
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624 |
A Critical Awareness of Language
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633 |
Learning
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642 |
Language Acquisition
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651 |
Ten Dimensions of Classroom Language Learning 2 Foreign and Second Language Learning
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665 |
Foreign and Second Language Teaching Approaches
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670 |
The Communicative Approach
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673 |
Different Modern Language Teaching Approaches
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681 |
The Cultural Syllabus and the Multidimensional Language Curriculum
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683 |
Modern Language Learning and Special Educational Needs Students
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685 |
Adult Language Learning
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688 |
The Ulpan Experience From Israel to Wales and the Basque Country
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693 |
Index
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697 |
Strong Forms of Bilingual Education
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701 |
Dual Language Schools
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712 |
International Schools
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718 |
Major World Languages 6 Hispanics in the United States
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720 |
World Englishes
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727 |
287
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733 |
299
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744 |
307
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746 |
311
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751 |
685
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752 |
Measuring Bilinguals 2 Bilingual Proficiency
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754 |
86
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755 |
533
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757 |
Common terms and phrases
ability achievement activities African American Arabic areas attitudes become bilingual education British century child Chinese classroom competence countries Creole culture curriculum dialects dominant economic effective English estimated ethnic ethnic groups European example exist foreign French German groups guage identity Immersion important in-migrants increased independence indigenous individual islands Italy Japanese language minority learning less linguistic literacy living majority Maori means medium million minority language monolingual mother tongue Multilingual native North occur official language parents particular percent person political population possible problems proficiency programs reading REFERENCE regional relatively Russian second language separate situation skills social society sometimes South Spanish speak speakers spoken standard status taught teachers teaching tend term tests tion translation understand United University variety Welsh widely
Popular passages
Page 129 - The Sanskrit language, whatever be its antiquity, is of a wonderful structure; more perfect than the Greek, more copious than the Latin, and more exquisitely refined than either, yet bearing to both of them a stronger affinity, both in the roots of verbs and in the forms of grammar, than could possibly have been produced by accident; so strong indeed, that no philologer could examine them all three, without believing them to have sprung from some common source, which, perhaps, no longer exists...
Page 281 - Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.
Page 281 - The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own...
Page 279 - States should take appropriate measures so that, wherever possible, persons belonging to minorities may have adequate opportunities to learn their mother tongue or to have instruction in their mother tongue.
Page 115 - It is an indispensable part of American policy that the coming generation of American citizens in Puerto Rico grow up with complete facility in the English tongue. It is the language of our nation. Only through the acquisition of this language will Puerto Rican Americans secure a better understanding of American ideals and principles.
Page 279 - In those States in which ethnic, religious or linguistic minorities exist, persons belonging to such minorities shall not be denied the right, in community with the other members of their group, to enjoy their own culture, to profess and practice their own religion, or to use their own language.
Page 279 - Programmes of cooperation and assistance among States should be planned and implemented with due regard for the legitimate interests of persons belonging to minorities.
Page 293 - American institutions ... any man who comes here ... must adopt the institutions of the United States, and therefore, he must adopt the language which is now the native tongue of our people, no matter what the several strains in our blood may be. It would not be merely a misfortune, but a crime to perpetuate differences of language in this country...
Page 246 - Jesus of Nazareth, the King of the Jews." Many of the Jews read this inscription, because the place where Jesus was crucified was near the city; and it was written in Hebrew, in Latin, and in Greek. Then the chief priests of the Jews said to Pilate, "Do not write, "The King of the Jews,' but, 'This man said, I am King of the Jews.