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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: Research in foreign language education in Portugal (2006–2011): Its transformative potential
Author: Flávia Vieira
Institution: University of Minho
Author: Maria Alfredo Moreira
Institution: University of Minho
Author: Helena Peralta
Institution: Universidade de Lisboa
Linguistic Field: Applied Linguistics; Sociolinguistics; Text/Corpus Linguistics
Subject Language: Portuguese
Abstract: This article reviews a selective corpus of empirical and theoretical texts on foreign language pedagogy and teacher education, produced in Portugal between 2006 and 2011. A descriptive and interpretative approach is adopted to inquire into the transformative potential of research, with a focus on its scope, purposes, conceptual and methodological frameworks, outcomes and implications. Four major themes were identified, primarily related to current language policies and theoretical developments in language didactics: intercomprehension and plurilingualism, teacher and learner autonomy, Portuguese as a non-native language, and technology-based learning and teaching. The transformative potential of the studies reviewed is enhanced by their intention to question and reshape dominant practices on the basis of democratic values; an empowering view of language, pedagogy and teacher education; a close relation between pedagogy and teacher education; participatory research methodologies; and the identification of constraints on, and conditions for, change. However, there is a need for strategies that remain somewhat marginal but may enhance that potential: expanding university–school partnerships, professional learning communities and school-based inquiry; strengthening the political dimension of research outcomes; finding strategies to counteract limitations on the scope and impact of naturalistic inquiry; and fostering scholarship in teacher education.

CUP at LINGUIST

This article appears in Language Teaching Vol. 47, Issue 2, which you can read on Cambridge's site or on LINGUIST .



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