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Latin: A Linguistic Introduction

By Renato Oniga and Norma Shifano

Applies the principles of contemporary linguistics to the study of Latin and provides clear explanations of grammatical rules alongside diagrams to illustrate complex structures.


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The Ancient Language, and the Dialect of Cornwall, with an Enlarged Glossary of Cornish Provincial Words

By Frederick W.P. Jago

Containing around 3,700 dialect words from both Cornish and English,, this glossary was published in 1882 by Frederick W. P. Jago (1817–92) in an effort to describe and preserve the dialect as it too declined and it is an invaluable record of a disappearing dialect and way of life.


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Linguistic Bibliography for the Year 2013

The Linguistic Bibliography is by far the most comprehensive bibliographic reference work in the field. This volume contains up-to-date and extensive indexes of names, languages, and subjects.


Academic Paper


Title: Learning as Changing Participation: Discourse Roles in ESL Writing Conferences
Paper URL: http://www.wisc.edu/english/rfyoung/YoungandMiller.pdf
Author: Richard F Young
Email: click here to access email
Homepage: http://www.wisc.edu/english/rfyoung
Institution: University of Wisconsin Madison
Author: Elizabeth R Miller
Email: click here to access email
Homepage: https://english.uncc.edu/people/miller-elizabeth-r-phd
Institution: University of North Carolina at Charlotte
Linguistic Field: Applied Linguistics
Abstract: This study investigates the acquisition of an unfamiliar discursive practice by an adult Vietnamese learner of English. The practice is revision talk in weekly English as a Second Language (ESL) writing conferences between the student and his ESL writing instructor. This research adopts the interactional competence framework for understanding the interactional architecture and participation framework of the practice. It also draws on the theory of situated learning or legitimate peripheral participation in arguing that changes in the student's and instructor's patterns of co-participation demonstrate processes by which the student moved from peripheral to fuller participation. It appears that although the student was the one whose participation was most dramatically transformed, the instructor was a co-learner, and her participation changed in ways that complemented the student's learning. Through close analysis of the revision talk in four successive writing conferences, this study contributes to our understanding of language learning as co-constructed development in situated discursive practices.
Type: Individual Paper
Status: Completed
Publication Info: The Modern Language Journal. Vol. 88, No. 4, 2004: 519-535.
URL: http://www.wisc.edu/english/rfyoung/YoungandMiller.pdf


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