Beverly Serrell and Katherine Whitney cover the essentials of the processes of exhibit label planning, writing, design, and production. In this third edition, Serrell’s classic guide to writing interpretive exhibit labels is updated to include new voices, current scholarship and the unique issues the museum field is grappling with in the 21st century. With high quality photographs and new sections, this edition is more accessible and easier to use for all museum professionals, from label writers to museum directors to exhibit designers.
This book takes a distinctive approach to exploring the experiences and identities of minoritized Latinx mothers who are raising a child who is labeled as both an emergent bilingual and dis/abled. It showcases relationships between families and schools and reveals the myriad of ways in which school-based decisions regarding disability, language and academic placement impact family dynamics. Treating the mothers as experts, this book uses testimonios to explore not only what mothers know but also how they develop funds of knowledge and how they apply them to their child’s education. The stories shed light on how mothers perceive their child’s disability, how they engage with their child and the value they place on bilingualism. The narratives reveal the complex lives mothers lead and the ways in which they strive to meet the academic and socioemotional needs of their children, regardless of the financial, physical and emotional costs to them. This book has significant implications for researchers and professionals working in bilingual education, special education, inclusive education and disability studies in education.
This book is concerned with bilingual thematic dictionaries (BTDs). The three chief aims of the research project are: 1) to identify the characteristic features of the bilingual thematic dictionary, 2) to gauge its usefulness, and 3) to make suggestions as to how it could be improved. Various approaches are adopted in order to reveal the nature of the BTD. The typological approach considers the lexicographic genres (bilingual, thematic, and pedagogical) which have been combined to create this hybrid reference work. Particular attention is paid to the BTD's immediate forerunner and closest lexicographic relative: the monolingual thematic learner's dictionary. Detailed textual analyses of contemporary thematic dictionaries identify the characteristic features of the macrostructure, microstructure, and other components from a structural perspective. In order to evaluate the usefulness of the BTD features identified, the textual analyses are supplemented by three pieces of user research involving a questionnaire (to elicit learners' opinions), a test (on the effectiveness of the access structure), and an experiment (to discover how a learner uses a BTD).
This book gives an account of the linguistic principles that should govern the production of better bilingual dictionaries and is intended for linguists, lexicographers, librarians, and foreign language teachers. -- from Preface ([p. 9] from cover).
This stimulating new book, as the premier work introducing bilingual lexicography from a communicative perspective, is launched to represent original thinking and innovative theorization in the field of bilingual lexicography. It treats the bilingual dictionary as a system of intercultural communication and bilingual dictionary making as a dynamic process realized by sets of choices, characterizing the overall nature of the dictionary. It examines the dictionary and dictionary making by using a model of lexicography which stresses the three-way relationship of compiler, dictionary context and user and incorporates them into a unified coherent framework. Throughout the study, special focus is on English and Chinese bilingual lexicography. It will serve not only as a valuable guide to those interested in dictionary compilation and theoretical inquiries but also as a textbook for undergraduate and postgraduate courses in bilingual lexicography.
A vital resource on speech and language processing in bilingual adults and children The Listening Bilingual brings together in one volume the various components of spoken language processing in bilingual adults, infants and children. The book includes a review of speech perception and word recognition; syntactic, semantic, and pragmatic aspects of speech processing; the perception and comprehension of bilingual mixed speech (code-switches, borrowings and interferences); and the assessment of bilingual speech perception and comprehension in adults and children in the clinical context. The two main authors as well as selected guest authors, Mark Antoniou, Theres Grüter, Robert J. Hartsuiker, Elizabeth D. Peña and Lisa M. Bedore, and Lu-Feng Shi, introduce the various approaches used in the study of spoken language perception and comprehension in bilingual individuals. The authors focus on experimentation that involves both well-established tasks and newer tasks, as well as techniques used in brain imaging. This important resource: Is the first of its kind to concentrate specifically on spoken language processing in bilingual adults and children. Offers a unique text that covers both fundamental and applied research in bilinguals. Covers a range of topics including speech perception, spoken word recognition, higher level processing, code-switching, and assessment. Presents information on the assessment of bilingual children’s language development Written for advanced undergraduate students in linguistics, cognitive science, psychology, and speech/language pathology as well as researchers, The Listening Bilingual offers a state-of-the-art review of the recent developments and approaches in speech and language processing in bilingual people of all ages.
A technical discussion that includes theory, research, and application, this book describes warning design standards and guidelines; aspects of law relevant to warnings such as government regulations, case/trial litigation, and the role of expert testimony in these cases; and international, health/medical, and marketing issues. Broken into thirteen
“Sparkles with insight.”—Daniel Pink This revolutionary book goes beyond any recent book on language to dissect how language operates in our minds and how to harness its virtually limitless power. As Dr. Marian explains, while you may well think you speak only one language, in fact your mind accommodates multiple codes of communication. Some people speak Spanish, some Mandarin. Some speak poetry, some are fluent in math. The human brain is built to use multiple languages, and using more languages opens doors to creativity, brain health, and cognitive control. Every new language we speak shapes how we extract and interpret information. It alters what we remember, how we perceive ourselves and the world around us, how we feel, the insights we have, the decisions we make, and the actions we take. Language is an invaluable tool for organizing, processing, and structuring information, and thereby unleashing radical advancement. Learning a new language has broad lifetime consequences, and Dr. Marian reviews research showing that it: · Enhances executive function—our ability to focus on the things that matter and ignore the things that don’t. · Results in higher scores on creative-thinking tasks. · Develops critical reasoning skills. · Delays Alzheimer’s and other types of dementia by four to six years. · Improves decisions made under emotional duress. · Changes what we see, pay attention to, and recall.
First published in 1987. Three decades of intensive study of language development have led to an enormous accumulation of descriptive data. But there is still no over-arching theory of language development that can make orderly sense of this huge stockpile of observations. Grand structuralist theories such as those of Chomsky, Jakobson, and Piaget have kept researchers asking the right questions, but they seldom allow us to make detailed experimental predictions or to formulate detailed accounts. The papers collected in this volume attempt to address this gap between data and theory by formulating a series of mechanistic accounts of the acquisition of language.
