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Books on the topic 'Alune language'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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1

Wattimury, E. Struktur bahasa Alune. Jakarta: Pusat Pembinaan dan Pengembangan Bahasa, Departemen Pendidikan dan Kebudayaan, 1996.

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2

Weinstein, Nina J. Alone together. Boston: McGraw-Hill, 1998.

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3

Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.

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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching vision for the learning of the Italian language as a foreign language based upon the principles of the Humanistic Approach.1. Teaching Italian Language Abroad: Institutional Language Policy and StrategiesThis chapter focuses on the situation of Italian foreign language teaching in the world. It also describes the linguistic policy for the promotion of Italian languages abroad adopted by the Italian Ministry of Foreign Affairs and the results obtained as the number of students involved in the different geographic areas.2. Teaching Trainer Courses as a Key Factor to Improve the Quality of Teaching Italian AbroadIn this chapter teaching trainer courses for Italian language teachers are considered as a part of a strategy to increase the students’ motivations and the learning process.3. Students as a Customer vs Students as a PersonLinguistic education and the Humanistic Approach aim to develop the students’ potential and create an autonomous language personality. Therefore, in this chapter, we outline a teaching perspective that considers the student as a person at the centre of teaching and learning Italian process.Part 2In the second part teaching methodologies to improve the quality of teaching and learning Italian language to foreigners are described.4. Effective Cooperative Learning Strategies to Teach Italian as a Foreign LanguageExamples of cooperative learning are given to illustrate how the following teaching methodology is possible in teaching Italian language even if it demands strong research and clear guidance for educators.5. How to Teach Italian Grammar to ForeignersThis chapter examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching it.6. Teaching Italian Through Literature, Movies and CartoonsIn this chapter, different media and sources to teach Italian are examined. Using both classic and digital tools, students can explore the Italian language and culture from different points of view, developing a strategy to revisit thinking and to collaborate with others during the reading of classic texts or reading a cartoon.7. Humanistic Testing and Assessment for Italian as a Foreign LanguageFrom a Humanistic point of view, in this chapter, testing and assessment are considered as potential and relevant instruments to measure the progress and performance of individual students of Italian language.8. How to Plan and Use an Environment to Teach Italian to ForeignersThis chapter focuses on learning space to teach Italian to foreigners. The main aim is to provide practical advice and support to the teachers of Italian language schools that are going to explore how to develop and adapt learning spaces to the teaching activities and the students’ needs.
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4

Belardi, Walter. " Periferia" e "centro": Un'antitesi nella "questione della lingua" di alcune storicità linguistiche. Roma: Dipartimento di studi glottoantropologici, Università La Sapienza, 1995.

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5

Writing alone and with others. Oxford: Oxford University Press, 2003.

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6

Jenkins, Lin. Alun yn dysgu'r ABC. 2nd ed. Aberystwyth: Cymdeithas Lyfrau Ceredigion, 1993.

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7

Fishman, Joshua A. Do not leave your language alone: The hidden status agendas within corpus planning in language policy. Mahwah, NJ: Lawrence Erlbaum Publishers, 2006.

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8

Schneider, Pat. Writing alone and with others. New York, NY: Oxford University Press, 2003.

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9

Religion within the limits of language alone: Wittgenstein on philosophy and religion. Aldershot, Hants: Ashgate, 2001.

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10

Giurleo, Stelio. Storia di alcune parole della lingua italiana. Cosenza: Edizioni Brenner, 1988.

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11

Giurleo, Stelio. Storia di alcune parole della lingua italiana. Cosenza: Brenner, 1988.

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12

Giurleo, Stelio. Storia di alcune parole della lingua italiana. Cosenza: Brenner, 1988.

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13

Nardi, Luigi. Sopra alcune parole italiane antiche ed un luogo di Dante. Ravenna: Girasole, 1996.

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14

Carpinato, Caterina. Teaching Modern Languages on Ancient Roots. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-307-6.

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Possono le pietre raccontarci qualcosa? Si possono imparare le lingue osservando i resti archeologici di Verona, Tarragona e Kalamata? Perché le lingue hanno una storia? Perché abbiamo bisogno di rappresentare le parole? In questo volume poniamo anche altri interrogativi e cerchiamo alcune risposte.
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15

Formal notes on Coeur d' Alene clause structure. Newcastle upon Tyne: Cambridge Scholars, 2010.

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16

Do not leave your language alone: The hidden status agendas within corpus planning. Mahwah, N.J: Lawrence Erlbaum Publishers, 2006.

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17

Mininni, Giuseppe, Tatiana Slama-Cazacu, and M. G. Albano. Grazie-prego: Le formule di cortesia in alcune regioni d'Italia. Bari: Adriatica editrice, 1989.

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18

Cherchi, Placido. Per un'identità critica: Alcune incursioni autoanalitiche nel mondo identitario dei sardi. Cagliari: Arkadia, 2013.

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19

Pianca, Luigi. Dizionario del dialetto trevigiano di sinistra Piave: Vècio parlar, tra Montegan e Livénzha : alcune riflessioni e precisazioni grafico-foniche e grammaticali .. Treviso: Canova, 2000.

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20

Martone, Arturo. Furor verba ministrat: Eredità vichiane e Illuminismo in alcune teorie linguistiche della cultura napoletana tra '700 e '800. Milano, Italy: F. Angeli, 1989.

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21

Pianca, Luigi. Dizionario del dialetto trevigiano di Sinistra Piave: Vècio parlar, tra Montegan e Livénzha : alcune riflessioni e precisazioni grafico-foniche e grammaticali, quale introduzione al lessico della parlata dialettale della Sinistrapiave pedemontana. Treviso [Italy]: Canova, 2000.

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22

Watteeuw, Lieve, and Hannah Iterbeke, eds. Enclosed Gardens of Mechelen. NL Amsterdam: Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789463720724.

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During the Late Middle Ages a unique type of ‘mixed media’ recycled and remnant art arose in houses of religious women in the Low Countries: enclosed gardens. They date from the time of Emperor Charles V and are unique examples of ‘anonymous’ female art, devotion and spirituality. A hortus conclusus (or enclosed garden) represents an ideal, paradisiacal world. Enclosed Gardens are retables, sometimes with painted side panels, the central section filled not only with narrative sculpture, but also with all sorts of trinkets and hand-worked textiles.Adornments include relics, wax medallions, gemstones set in silver, pilgrimage souvenirs, parchment banderoles, flowers made from textiles with silk thread, semi-precious stones, pearls and quilling (a decorative technique using rolled paper). The ensemble is an impressive and one-of-a-kind display and presents as an intoxicating garden. The sixteenth-century horti conclusi of the Mechelen Hospital sisters are recognized Masterpieces and are extremely rare, not alone at a Belgian but even at a global level. They are of international significance as they provide evidence of devotion and spirituality in convent communities in the Southern Netherlands in the sixteenth century. They are an extraordinary tangible expression of a devotional tradition. The highly individual visual language of the enclosed gardens contributes to our understanding of what life was like in cloistered communities. They testify to a cultural identity closely linked with mystical traditions allowing us to enter a lost world very much part of the culture of the Southern Netherlands. This book is the first full survey of the enclosed gardens and is the result of year-long academic research.
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23

Defoe, Daniel. The life and strange surprizing adventures of Robinson Crusoe, of York, mariner: Who lived eight and twenty years, all alone in an un-inhabited island on the coast of America, near the mouth of the great river of Oroonoque, having been cast on shore by shipwreck, wherein all the men perished but himself : with an account how he was at last as strangely deliver'd by pyrates, written by himself. Oxford: Oxford University Press, 1999.

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24

Edward, Makaruku, ed. Kamus masyarakat: Alune-Indonesia, Indonesia-Alune. Ambon, Maluku, Indonesia: [Pusat Pengkajian dan Pengembangan Maluku, Universitas Pattimura?], 1997.

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25

Harpham, Geoffrey Galt. Language Alone. Routledge, 2013. http://dx.doi.org/10.4324/9781315880686.

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26

Language Alone: The Critical Fetish of Modernity. Routledge, 2002.

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27

Harpham, Geoffre. Language Alone: The Critical Fetish of Modernity. Routledge, 2002.

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28

Fishman, Joshua A. DO NOT Leave Your Language Alone. Routledge, 2006. http://dx.doi.org/10.4324/9780203825808.

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29

McCutcheon, Felicity. Religion Within the Limits of Language Alone. Routledge, 2017. http://dx.doi.org/10.4324/9781315244730.

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30

Alone Together. Quarto Publishing Group UK, 2017.

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31

Caponigro, Ivano, Harold Torrence, and Roberto Zavala Maldonado, eds. Headless Relative Clauses in Mesoamerican Languages. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197518373.001.0001.

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This volume presents the collective work of a team of twenty-one scholars who have investigated headless relative clauses in fifteen languages from five language families—all Mesoamerican but one. Headless relative clauses have received little attention in the linguistic literature, despite the many morpho-syntactic and semantic puzzles they raise within and across languages and for our understanding of human language in general. Headless relative clauses have been even more neglected in the study of Mesoamerican languages. This volume constitutes the first in-depth, systematic study of headless relative clauses for any Mesoamerican languages we know of, and the broadest and most articulated crosslinguistic study of headless relative clauses that has been conducted so far. For most of the languages in this volume, there is no descriptive or documentary material on wh-constructions in general, let alone headless relative clauses. Many of the languages are threatened or endangered; all are understudied. All of the chapters constitute original contributions to typological and theoretical linguistics. The first chapter introduces and defines the varieties of headless relative clauses that are investigated in the other chapters, compares them to two related and better-known constructions, namely headed relative clauses and wh- interrogative clauses, summarizes the main findings in a comparative prospective, highlights the importance of studying headless relative clauses to understand human language, and provides a methodological framework for the other chapters and future work. All the other chapters are language-specific and follow a uniform format to facilitate comparisons and generalizations across languages.
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32

Por Fin Solos / At Last Alone. Lumeneditorial, 2004.

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33

Alone!, Level 3. Cambridge University Press, 2012.

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34

Crenças e ensino de línguas: Foco no professor, no aluno e na formação de professores. Campinas, SP, Brasil: Pontes, 2006.

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35

Odyssey: Paragraph to Essay (book alone) (5th Edition). 5th ed. Longman, 2007.

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36

Seyler, Dorothy U. Read, Reason, Write - book alone. McGraw-Hill Humanities/Social Sciences/Languages, 2006.

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37

Seyler, Dorothy U. Read, Reason, Write - book alone. 8th ed. McGraw-Hill Humanities/Social Sciences/Languages, 2006.

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38

Carruthers, Peter. Language in Cognition. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0016.

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The article discusses the ways in which natural language might be implicated in human cognition. The Soviet psychologist Lev Vygotsky developed his ideas on the interrelations between language and thought, both in the course of child development and in mature human cognition. One of Vygostky's ideas concerned the ways in which the language deployed by adults can scaffold children's development, yielding what he called a ‘zone of proximal development’. He argued that what children can achieve alone and unaided is not a true reflection of their understanding. Vygotsky focused on the overt speech of children, arguing that it plays an important role in problem solving, partly by serving to focus their attention, and partly through repetition and rehearsal of adult guidance. Clark draws attention to the many ways in which language is used to support human cognition, ranging from shopping lists and post-it notes, to the mental rehearsal of remembered instructions and mnemonics, to the performance of complex arithmetic calculations on pieces of paper. Researchers have claimed that animals and pre-verbal infants possess a capacity for exact small-number judgment and comparison, for numbers up to three or four. There is also some evidence that natural language number-words might be constitutive of adult possession and deployment of exact number concepts, in addition to being developmentally necessary for their acquisition.
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39

Cox, Carole. Teaching Language Arts: A Student- and Response-Centered Classroom (Book Alone) (5th Edition). Allyn & Bacon, 2004.

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40

Gibson, Kathleen R. Not the neocortex alone: other brain structures also contribute to speech and language. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780199541119.013.0016.

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41

Louwe, Kooijmans Alex, and International Business Machines Corporation. International Technical Support Organization., eds. Java stand-alone applications on z/OS. [United States?]: IBM International Technical Support Organization, 2006.

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42

Owens, Jonathan, ed. The Oxford Handbook of Arabic Linguistics. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199764136.001.0001.

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Arabic is one of the world’s largest languages, spoken natively by about 300 million speakers. It is by a large margin the largest language in Africa (nearly 200 million speakers), and one of the biggest in Asia (120 million). It has been estimated to be the fifth largest language in the world in terms of native speakers. Strength of numbers alone guarantees it communicative centrality in the world language system. This Handbook reflects the full breadth of research on Arabic Linguistics in the West, covering topics such as pidgins and creoles, Arabic second language acquisition, loanwords, Arabic dialects, codeswitching, psycholinguistics, sociolinguistics, and Arabic lexicography. The Handbook brings together different approaches and scholarly traditions, an invitation to the reader to explore the many faceted world of Arabic Linguistics. The articles in this volume expertly explore the nature of the house of Arabic from many angles. Many argue for specific points of view, others give descriptions of synoptic breadth, while others provide exhaustive overviews of the state of the art. The parts may or may not come together to describe a common structure; they do provide blueprints for a better understanding of it.
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43

Evergreen Esl Student Workbook For Stand Alone. 8th ed. Houghton Mifflin Company, 2007.

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44

Portugues Via Brasil Livro Aluno (Portugues Via Brasil). Editora Pedagogica E Universitaria, 1990.

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45

Wiliams, Gerwyn. Occupying New Territory: Alun Llywelyn-Williams and Welsh-Language Poetry of the Second World War. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199559602.013.0019.

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46

Morrow, Lesley. Literacy Development in the Early Years (Book Alone) (5th Edition). Pearson Education, 2004.

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47

The Witches Audio (Stand Alone). HarperChildrensAudio, 1994.

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48

Alone Level 3 LowerIntermediate Cambridge Discovery Readers. Cambridge University Press, 2011.

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49

Gunning, Thomas G. Creating Literacy Instruction for All Students (Book Alone) (5th Edition). Allyn & Bacon, 2004.

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50

Istituto lombardo-accademia di scienze e lettere., ed. Norma e lingua in Italia: Alcune riflessioni fra passato e presente : 16 maggio 1996. Milano: Istituto lombardo di scienze e lettere, 1997.

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