This online book contains 6382 mix words, phrases, expressions, and sentences. If you are mastering the first 75 pages of this book, you can get through any situation during your trip abroad. If you are mastering 150 pages or more of this book while listening to the audio, you can live and work in that country without any problems! I can show you the best way to learn languages! The next step is yours! Study hard and you will learn your languages. Akwụkwọ akwụkwọ a nwere akwụkwọ, ọnụọgụgụ, okwu, na ahịrịokwu 6382. Ọ bụrụ na ị na-achịkwa peeji nke mbụ nke akwụkwọ a, ị nwere ike ịnweta ọnọdụ ọ bụla n'oge njem gị na mba ọzọ. Ọ bụrụ na ị na-achịkwa peeji 150 ma ọ bụ karịa nke akwụkwọ a mgbe ị na-ege ntị na ọdịyo ahụ, ịnwere ike ibi ma rụọ ọrụ na mba ahụ n'enweghị nsogbu ọ bụla! Enwere m ike igosi gị ụzọ kacha mma iji mụta asụsụ! Nzọụkwụ ọzọ bụ nke gị! Na-amụ ihe nke ọma ma ị ga-amụ asụsụ gị.
このオンラインブックには、6382のミックス単語、フレーズ、エクスプレッション、およびセンテンスが含まれています。 この本の最初の75ページを習得しているなら、あなたは海外旅行中のあらゆる状況を経験することができます。 オーディオを聞いて150ページ以上の本を習得している場合は、その国で問題なく生活できます。 私はあなたに言語を学ぶ最良の方法を示すことができます！ 次のステップはあなたです！ あなたの言語を学びます. Akwụkwọ akwụkwọ a nwere akwụkwọ, ọnụọgụgụ, okwu, na ahịrịokwu 6382. Ọ bụrụ na ị na-achịkwa peeji nke mbụ nke akwụkwọ a, ị nwere ike ịnweta ọnọdụ ọ bụla n'oge njem gị na mba ọzọ. Ọ bụrụ na ị na-achịkwa peeji 150 ma ọ bụ karịa nke akwụkwọ a mgbe ị na-ege ntị na ọdịyo ahụ, ịnwere ike ibi ma rụọ ọrụ na mba ahụ n'enweghị nsogbu ọ bụla! Enwere m ike igosi gị ụzọ kacha mma iji mụta asụsụ! Nzọụkwụ ọzọ bụ nke gị! Na-amụ ihe nke ọma ma ị ga-amụ asụsụ gị.
Igbo Mediators of Yahweh Culture of Life is a travel in time to where it all began. The book shows that the Creator Yahweh was in full communication with his earliest created people, the Igbos, who lived his culture of life. God shares one language with the Igbos, through which he gave them the enlightenment of civilization for humanity. This civilization was documented in the Igbo pictographic writings called hieroglyphics, which have remained unknown until this first ever exposition by this book. It traces this history from the earliest (pictographic) writings dating back 400,000 years ago in the caves in present-day Gabon, the rock paintings in the Sahara desert dating back 45,000 BC, and in the Chauvet caves in France dating back 35,000 BC. The hieroglyphics in ancient Egypt are, for the first time, explained in their original Igbo language with English translations. The original Igbo text of the Holy Scriptures is unveiled in a manner that brings true contextual understanding of the teachings of the prophets and the gospels. Using ethno-linguistics, anthropology, and archaeology, the exact origins of ancient biblical Israel was uncovered with specific names and locations of all the Jewish towns and villages as they existed then and to the present day in Igbo land, Nigeria. The location of the palace of King David and King Solomons temple are revealed to be existing in Owerri, Imo State. The exact place of the birth of Jesus Christthe place where he lived, worked, was crucified, and buriedare all uncovered in this book. The discovery of highly developed Igbo technologies in ancient Egypt that were looted by Napoleon in 1799 and now used for reverse engineering to obtain many of the present -day technologies, including electric battery, aircraft systems, Space Shuttle, submarines, helicopters, and others, are demonstrated. The origin of the Igbos of Europe, China, and the Americas are unveiled. The UFOs writings obtained at Roswell in hieroglyphics were explained, and the author postulates a fascinating hypothesis that there are Igbos in another nearby galaxy! The book illustrates the intensifying struggle from the beginning of time between Gods culture of life and the culture of death. The book traces the prolife struggle against the culture of death, which, though very much apparent in our time, has never eclipsed the enlightenment of the civilization of the culture of life. This book has fundamentally rewritten the world history as we know it. The book claims that the Igbos are the chosen people of God. The Igbos civilized the world as pharaohs of ancient Egypt, the kings of ancient Israel, the Greeks, the Phoenicians, Etruscans, Iberians, Carthaginians, Mayans, Olmecs, ancient Chinese, ancient Russians, Babylonians, and Jewish authors of the Holy Bible. The spread of the culture of life provoked persecution and genocide against Igbos to this day. This is a great book of the secrets of world civilization. Read it!
The method and plan of this dictionary of Jamaican English are basically the same as those of the Oxford English Dictionary, but oral sources have been extensively tapped in addition to detailed coverage of literature published in or about Jamaica since 1655. It contains information about the Caribbean and its dialects, and about Creole languages and general linguistic processes. Entries give the pronounciation, part-of-speach and usage of labels, spelling variants, etymologies and dated citations, as well as definitions. Systematic indexing indicates the extent to which the lexis is shared with other Caribbean countries.
In The Working Class: Poverty, education and alternative voices, Ian Gilbert unites educators from across the UK and further afield to call on all those working in schools to adopt a more enlightened and empathetic approach to supporting children in challenging circumstances. One of the most intractable problems in modern education is how to close the widening gap in attainment between the haves and the have-nots. Unfortunately, successive governments both in the UK and abroad have gone about solving it the wrong way. Independent Thinking founder Ian Gilbert's increasing frustration with educational policies that favour 'no excuses' and 'compliance', and that ignore the broader issues of poverty and inequality, is shared by many others across the sphere of education - and this widespread disaffection has led to the assembly of a diverse cast of teachers, school leaders, academics and poets who unite in this book to challenge the status quo. Their thought-provoking commentary, ideas and impassioned anecdotal insights are presented in the form of essays, think pieces and poems that draw together a wealth of research on the issue and probe and discredit the current view on what is best for children from poorer socio-economic backgrounds. Exploring themes such as inclusion, aspiration, pedagogy and opportunity, the contributions collectively lift the veil of feigned 'equality of opportunity for all' to reveal the bigger picture of poverty and to articulate the hidden truth that there is always another way. This book is not about giving you all the answers, however. The contributors are not telling teachers or schools leaders how to run their schools, their classroom or their relationships - the field is too massive, too complex, too open to debate and to discussion to propose 'off-the-shelf' solutions. Furthermore, the research referred to in this book is not presented in order to tell educators what to think, but rather to inform their own thinking and to challenge some of the dominant narratives about educating the 'feckless poor'. This book is about helping educators to ask the right questions, and its starting question is quite simple: how can we approach the education of young people from disadvantaged backgrounds in a way that actually makes a difference for all concerned? Written for policy makers and activists as well as school leaders and educators, The Working Class is both a timely survey of the impact of current policies and an invaluable source of practical advice on what can be done to better support disadvantaged children in the school system. Edited by Ian Gilbert with contributions from Nina Jackson, Tim Taylor, Dr Steven Watson, Rhythmical Mike, Dr Ceri Brown, Dr Brian Male, Julia Hancock, Paul Dix, Chris Kilkenny, Daryn Egan-Simon, Paul Bateson, Sarah Pavey, Dr Matthew McFall, Jamie Thrasivoulou, Hywel Roberts, Dr Kevin Ming, Leah Stewart, (Real) David Cameron, Sir Al Aynsley-Green, Shona Crichton, Floyd Woodrow, Jonathan Lear, Dr Debra Kidd, Will Ryan, Andrew Morrish, Phil Beadle, Jaz Ampaw-Farr, Darren Chetty, Sameena Choudry, Tait Coles, Professor Terry Wrigley, Brian Walton, Dave Whitaker, Gill Kelly, Roy Leighton, Jane Hewitt, Jarlath O'Brien, Crista Hazell, Louise Riley, Mark Creasy, Martin Illingworth, Ian Loynd, David Rogers, Professor Mick Waters and Professor Paul Clarke.
TRENDS IN LINGUISTICS is a series of books that open new perspectives in our understanding of language. The series publishes state-of-the-art work on core areas of linguistics across theoretical frameworks, as well as studies that provide new insights by approaching language from an interdisciplinary perspective. TRENDS IN LINGUISTICS considers itself a forum for cutting-edge research based on solid empirical data on language in its various manifestations, including sign languages. It regards linguistic variation in its synchronic and diachronic dimensions as well as in its social contexts as important sources of insight for a better understanding of the design of linguistic systems and the ecology and evolution of language. TRENDS IN LINGUISTICS publishes monographs and outstanding dissertations as well as edited volumes, which provide the opportunity to address controversial topics from different empirical and theoretical viewpoints. High quality standards are ensured through anonymous reviewing. To discuss your book idea or submit a proposal, please contact Birgit Sievert.
In this entertaining and groundbreaking book, Dr. Paul Pimsleur, creator of the renowned Pimsleur Method, the world leader in audio-based language learning, shows how anyone can learn to speak a foreign language. If learning a language in high school left you bruised, with a sense that there was no way you can learn another language, How to Learn a Foreign Language will restore your sense of hope. In simple, straightforward terms, Dr. Pimsleur will help you learn grammar (seamlessly), vocabulary, and how to practice pronunciation (and come out sounding like a native). The key is the simplicity and directness of Pimsleur’s approach to a daunting subject, breaking it down piece by piece, demystifying the process along the way. Dr. Pimsleur draws on his own language learning trials and tribulations offering practical advice for overcoming the obstacles so many of us face. Originally published in 1980, How to Learn a Foreign Language is now available on the 50th anniversary of Dr. Pimsleur’s publication of the first of his first audio courses that embodied the concepts and methods found here. It's a fascinating glimpse into the inner workings of the mind of this amazing pioneer of language learning.
The purpose of this book is to guide teachers to understand theory related to teaching multilingual students and put it into practice in their classrooms. Throughout each chapter, the authors uniquely bring together relevant theory regarding language (e.g. the multilingual turn, second language acquisition, translanguaging) literacy (e.g. reading comprehension, new literacy studies, multimodality), and culture (e.g. funds of knowledge, culturally sustaining pedagogies). The chapter authors (practicing ESL, bilingual, world language, language immersion, and mainstream teachers) share how they are innovatively teaching multilingual students by understanding theory and applying it to their instructional setting. The audience for this book is teachers of multilingual students who are in the dynamic process of language acquisition. This includes TESOL/ESL, bilingual, language immersion, and world language teachers, as well as mainstream teachers who teach bilingual students—essentially all educators in modern society. The book is of particular interest for teacher education programs since each chapter explains theory and then illustrates exactly how one teacher put that theory into practice in teaching multilingual students.
Co-published by the Center for Applied Linguistics Timely and comprehensive, this state-of-the-art overview of major issues related to heritage, community, and Native American languages in the United States, based on the work of noted authorities, draws from a variety of perspectives—the speakers; use of the languages in the home, community, and wider society; patterns of acquisition, retention, loss, and revitalization of the languages; and specific education efforts devoted to developing stronger connections with and proficiency in them. Contributions on language use, programs and instruction, and policy focus on issues that are applicable to many heritage language contexts. Offering a foundational perspective for serious students of heritage, community, and Native American languages as they are learned in the classroom, transmitted across generations in families, and used in communities, the volume provides background on the history and current status of many languages in the linguistic mosaic of U.S. society and stresses the importance of drawing on these languages as societal, community, and individual resources, while also noting their strategic importance within the context of globalization.
