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Books on the topic 'Makwe language'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Devos, Maud. A grammar of Makwe. [Leiden: Universiteit Leiden, 2004.

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2

Writing between languages: How English language learners make the transition to fluency, grades 4-12. Portsmouth, NH: Heinemann, 2009.

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3

Pearson, P. David. Make a wish: [Language arts connections, blackline master]. Needham, Mass: Silver Burdett & Ginn, 1989.

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4

J, Hall Patrick, ed. Make your own language tests: A practical guide to writing language performance tests. Oxford [Oxfordshire]: Pergamon Institute of English, 1985.

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5

Kimeldorf, Martin. Exciting writing, successful speaking: Activities to make language come alive. Minneapolis, MN: Free Spirit Pub., 1994.

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6

Children's inquiry: Using language to make sense of the world. New York, NY: Teachers College, Columbia University, 1999.

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7

ill, Peterson Stacy, ed. School rules! Writing: Ideas, how-to's, and tips to make you a whiz with word. Middleton, WI: American Girl Publishing, Incorporated, 2017.

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8

Make no mistake! Canterbury: Wingham, 1994.

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9

State, Canada Secretary of. Options: Language in business : how to make bilingualism work for you. Ottawa: Department of the Secretary of State, 1986.

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10

Ports, Dottie. Leaping into whole language: Fifty-nifty ways to make a book. Lewisville, N.C: Kaplan School Supply, 1993.

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11

Hogan, Carolyn Tavzel. Folder fun: Easy-to-make manila folder games for language development. Tuscon, Ariz: Communication Skill Builders, 1994.

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12

1940-, Greenman Carol, ed. More words that make a difference. Delray Beach, Fla: Levenger Press, 2007.

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13

Make a face. New York: Marshall Cavendish Benchmark, 2006.

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14

Steve, Talbott, ed. Managing projects with Make. 2nd ed. Sebastopol, CA: O'Reilly & Associates, 1993.

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15

Oram, Andrew. Managing projects with Make. 2nd ed. Sebastopol, CA: O'Reilly & Associates, 1991.

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16

Oram, Andrew. Managing projects with Make. 2nd ed. Sebastopol, Ca: O'Reilly & Associates, 1991.

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17

Oram, Andrew. Managing Projects with make. Sebastopol, CA: O'Reilly & Associates, 1991.

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18

Bryant-Mole, Karen. Letters make words. Milwaukee, WI: Gareth Stevens Pub., 2000.

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19

Spears, Richard A. Hold your horses!: 8,500 colorful idioms and expressions to make language lively. New York: Gramercy Books, 1999.

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20

The writer's mind: Making writing make sense. Lanham, Md: University Press of America, 1993.

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21

Shiach, Don. Make the grade in GCSE English. (London): Hodder and Stoughton, 1987.

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22

Steinmetz, William. Wicked cool PHP: Real-world scripts that make difficult things possible. San Francisco: No Starch Press, 2008.

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23

1950-, Shi Baoxiu, ed. Yu Make Boluo tong xing. Beijing: Wu zhou chuan bo chu ban she, 2004.

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24

Houghton Mifflin Company. 100 words to make you sound smart. Boston: Houghton Mifflin, 2006.

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25

How Words Make Things Happen. Oxford University Press, 2019.

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26

Grenoble, Lenore A. Language Revitalization. Edited by Robert Bayley, Richard Cameron, and Ceil Lucas. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199744084.013.0039.

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Linguists have become increasingly engaged in language documentation, working to record languages while they are still spoken. Speaker communities often turn to revitalization programs, attempting to strengthen the speaker base of their ancestral languages and make them vital again. This chapter addresses the factors that enter into the decision of what kind of revitalization to pursue and then discusses different kinds of models for language revitalization. It examines revitalization as a response to language endangerment, language attitudes, language domains and social networks, the role of the external linguist, and a successful revitalization in the case of the Hebrew language.

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27

Kamusella, Tomasz. Nationalism and National Languages. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.8.

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This chapter focuses on the use of languages by Europe’s nation-states in the twentieth century, particularly after 1989. The ethnolinguistically homogeneous nation-state became the norm of legitimate statehood in Europe. At the level of rhetoric, the Soviet Union was an exception, but it was replaced by ethnolinguistic national polities. The idea of the normative isomorphism (tight spatial and symbolic overlapping) of language, nation, and state still obtains in Europe, as exemplified by the parallel breakups of Yugoslavia and its Serbo-Croatian language, so that each successor state (with the exception of Kosovo) has its own national language. The widespread normative insistence that languages should make nations and polities, and nation-states should make languages, is limited to Europe and parts of Asia, prevented elsewhere by the imposition of colonial languages. Interestingly, should the European Union persist in its official polyglotism, the normative thrust of ethnolinguistic nationalism may be blunted in the future.

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28

Crevels, Mily, and Pieter Muysken, eds. Language Dispersal, Diversification, and Contact. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198723813.001.0001.

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How did languages spread across the globe? Why do we sometimes find large language families, distributed over a wider area, and sometimes clusters of very small families or language isolates (i.e. languages without known relatives)? What was the role of agriculture in language spread? What do different language ideologies and patterns of ethnic identity formation contribute? What influence do geography and climate have?The availability of increasingly large databases and new analytical research techniques make it possible to provide new answers to these long standing questions. This book focuses on patterns of language dispersal, diversification, and contact in a global perspective by comparing the complex language and population histories of Island Southeast Asia/Oceania, Africa, and South America in terms of history and patterns of settlement, conceptions of ethnicity, and communication strategies. These three regions were selected because they show interesting contrasts in the distribution of languages and language families.

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29

Anonyma. Make It Clear: Speak and Write to Persuade and Inform. MIT Press, 2020.

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30

Learning, National Geographic. Ladders Reading/Language Arts 3: Make a Difference. National Geographic School Pub, 2012.

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31

Gillon, Carrie, and Nicole Rosen. Status of the category ‘mixed language’. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198795339.003.0007.

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This chapter highlights the fact Michif can be described straightforwardly within a generative framework. While it has some features that are the result of contact of two very different systems (two mass/count systems, two plurals, two gender systems), the language behaves nevertheless like other Algonquian languages. Michif has slotted much of the French vocabulary into Plains Cree grammar, with surprisingly few extra French features. Structurally, then, there is no need to posit an entirely new category of ‘mixed’ languages. This chapter also compares discussion on creoles by scholars such as DeGraff (2000, 2003, 2005) and Mufwene (1986, 2001, 2008, 2015) to our discussion of Michif. The terms ‘mixed language’ and ‘creole’ may tell us about the historical genesis of a language, but neither term describes the linguistic behaviour of the languages, and both make ‘exceptionalist’ predictions that are unnecessary and unwarranted.

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32

Signs Make Sense. Souvenir Press Ltd, 1990.

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33

Martins, Ana Maria, and Adriana Cardoso, eds. Word Order Change. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747307.001.0001.

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This book is a collection of thirteen detailed studies on word order change within the framework of diachronic generative syntax. An initial chapter contextualizes them and introduces the theme in order to make clear from the onset its relevance and appeal. The sample of languages investigated is diverse and displays significant historical depth. Different branches of the Indo-European family are represented both through classical and living languages, namely: a wide range of Early Indo-European languages (Sanskrit, Greek, Indic, Avestan, Hittite, Tocharian, among others), Romance languages (Latin, Italian, European Portuguese, Brazilian Portuguese), Germanic languages (Dutch, English), and a Celtic language (Irish). Besides, three chapters are dedicated to Hungarian and one chapter deals with Coptic Egyptian. The essays in the book use the tools provided by the generative theory of grammar to investigate the constrained ways in which older linguistic variants give rise to new ones in the course of time, with the aim of contributing insights into the properties of natural language. Two ingredients of the generative framework make it especially appropriate to deal with word order phenomena, namely movement as a syntactic operation (embedded in the theory of grammar) and a richly articulated clausal architecture composed with lexical but also abstract functional categories. This collective volume is unique in the way it provides through in-depth language-internal or comparative studies new perspectives on the relation between word order change and syntactic movement, under the constraints imposed by particular instantiations of clausal architecture.

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34

A, Raysor G. Mazes: Make Decisions, Color and Learn a New Language. Independently Published, 2020.

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35

Scott-Phillips, Thom. Speaking Our Minds: Why human communication is different, and how language evolved to make it special. Red Globe Press, 2014.

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36

Brown, Richard, Kate Ruttle, Gill Budgell, and Jean Glasberg. Make Colors. University of Cambridge ESOL Examinations, 2000.

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37

Write Through the Crisis: Make Good Use of Bad Times. Axillar Books, 2020.

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38

Quilliam, Susan. BODY LANGUAGE - HOW TO MAKE THE MOST OF YOUR ASSETS. Not Specified, 1995.

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39

Kimeldorf, Martin. Exciting Writing, Successful Speaking: Activities to Make Language Come Alive. Free Spirit Pub, 1993.

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40

Bradford, Mary. Language of Love (Make Your Dreams Come True, No 7). Warner Books, 1985.

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41

It's Raining Cats & Dogs: How Idioms Make Our Language Exciting. Crescent, 1990.

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42

Gansen, Christi. Make-N-Takes: 8 Great Storybooks for Sound & Language Play. Thinking Publications, 2003.

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43

Monsters, Magic and Make-Believe (A Whole Language Approach to Teaching Language Skills, Grades 1 - 4). Educational Impressions, 1994.

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44

Schotter, Jesse. Solving the Problem of Babel. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474424776.003.0006.

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By situating James Joyce within a larger discourse about the problem of Babel, this chapter show how hieroglyphs were used to make arguments for the origin of linguistic differences. The journal transition—in which Joyce’s work was serialized—served as a clearinghouse for ideas about how a new linguistic unity might be forged: either through Joyce’s Wake-ese or through the philosopher C. K. Ogden’s universal language of Basic English. Fascinated by these theories of universal language and drawn to the anti-imperialist politics underlying them, Joyce in Ulysses andFinnegans Wake turns to visual and gestural languages—film, hieroglyphs, advertisements, and illuminated manuscripts—in an effort to subvert theories of ‘Aryan’ language and imagine a more inclusive origin for the world’s cultures. The commonality of writing and new media become in Joyce a political gesture: a way of insisting on the unity of all races and languages in a mythic past against Nazi claims for racial purity.

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45

1951-, Irons Glenwood H., Paribakht Tahereh 1949-, and TESL Ontario Conference (1991 : Toronto, Ont.), eds. Make changes make a difference: TESL '91. Welland, Ont: Éditions Soleil Publishing, 1992.

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46

Doyle, Cameron M., and Kristen A. Lindquist. Language and Emotion. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190613501.003.0022.

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Growing evidence suggests that emotion perception is psychologically constructed when processes in the mind of the perceiver, such as emotion concept knowledge, impact how visual sensations are made meaningful as instances of different emotions. In this chapter, we propose three key psychological constructionist hypotheses about facial emotion perception: (1) facial muscle movements do not automatically communicate emotion, (2) conceptual knowledge that is supported by language is used to make meaning of facial muscle movements and construct perceptions of emotion, and (3) language enables perceivers to see emotion on faces by reactivating sensorimotor representations of prior experiences that shape perception of the present sensory array in a top-down manner. We discuss growing evidence in support of these psychological constructionist hypotheses of emotion perception.

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47

[Wae match'umpŏp makke ssŏya twae?]. 2017.

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48

Make a Splash. Macmillan/McGraw-Hill, 1993.

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49

Make a Splash. Macmillan/McGraw-HIll, 1993.

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50

Make a splash. New York: Macmillan-McGraw-Hill School Pub. Co., 1993.

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