"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more
To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.
This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.
Converging Approaches and Challenges, Proceedings of the 7th International and 11th National Conference of the Association of Teachers of English of the Czech Republic (ATECR)
This volume represents an outgrowth of the VIIth international ATECR
conference, which brought together researchers and educators from fields as
diverse as language teaching in a variety of contexts, corpus linguistics or
literary studies. The contributions in this volume show - despite their diversity
- a strong common denominator: to bundle efforts and unify parameters in
order to optimize English Language Teaching as a world-wide endeavor.
Thus, for our teaching it can only be beneficial when linguists talk to literary-
minded teachers or methodology specialists investigate whether their
theoretical underpinnings make their way into practice by talking to language
instructors or language service providers. In general, the authors present a
multifaceted picture of the English Language teaching context with
themselves as practitioners but also as investigators and researchers at the
same time. The research that reflects back on their teaching thus creates a
force-feedback loop not only for the investigating scholar but also for the
practicing instructor who reapplies his/her knowledge after failed or
suboptimal attempts as evidenced by the data.