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Language & Culture Groups General:     more books (100)

Pushing Boundaries: Language and Culture in a Mexicano Community by Olga A. Vásquez, Lucinda Pease-Alvarez, et all 1994-05-27 Digital Desire: Language, Identity and New Technologies by Cutting Edge Women's Research Group, 2000-11-04 Teaching & Learning Pragmatics: Where Language & Culture Meet by Noriko Ishihara, Andrew D. Cohen, 2010-07-14 Race, Culture, and Identities in Second Language Education: Exploring Critically Engaged Practice Forbidden Signs: American Culture and the Campaign against Sign Language by Douglas C. Baynton, 1998-06-22 Longman Dictionary of English Language and Culture by Della Summers, 1993-06 Us and Others: Social Identities Across Languages, Discourses and Cultures (Pragmatics and Beyond. New Series) Cognition, Culture and Language in Bilingual Children: Conceptional and Semantic Development by Virginia Gonzalez, 1996-07-01 Language, Meaning, and Culture: The Selected Papers of C.E. Osgood (Centennial Psychology Series) English: One Language, Different Cultures Case Studies in Culture and Communication: A Group Perspective by James A. Schnell, 2003-08-11 Imagining Globalization: Language, Identities, and Boundaries Waifdom in the Soviet Union: Features of the Sub-Culture and Re-Education (Foreign Language Studies, Bd 3) by Rene Bosewitz, 1988-04 Friendship and Peer Culture in the Early Years (Language and Learning for Human Service Professions) by William A. Corsaro, 1985-01-01

lists with details

21. The Tajikistan Update - Cultural, Language, & Ethnicity
    The Voice of the Nightingale A Personal Account of the Wakhi culture in Hunza general. Ethnologue Languages in Tajikistan Map of Ethnic groups in  
    http://www.angelfire.com/sd/tajikistanupdate/culture.html
    
    Extractions: by Iraj Bashiri Linguistic Map of Tajikistan by Iraj Bashiri Tajiki Tajiki at the University of Minnesota Transliteration of Tajiki Tajik Language Studies at the UW Persian Language Resources ... Lexicon of Iranian Languages Perry, John R. (Tajik literature: seventy years is longer than the Millennium.)

22. Spanish Courses For Foreingers - General Course In Spanish Language And Culture
    general COURSE IN SPANISH language AND culture All classes do have small groups.Extensive use will be made of the language Laboratory in the lower  
    http://www.ucm.es/info/cextran/gin2000.htm
    
    Extractions: GENERAL COURSE IN SPANISH LANGUAGE AND CULTURE The aim of this course is to initiate and develop the knowledge of Spain and Spanish cultural in all aspects. The course will consist of four(4) class periods daily in Spanish Language (9,20 - 13 a.m., Monday trough Friday). 09,00 h. Grammar (Theory). 10,00 h. Grammar (Practice). 10,50 h. Break. 11,10 h. Written skills. 12,10 h. Oral skills. Instruction is given in four different levels: beginning, elementary, intermediate, and advanced. All classes do have small groups. Extensive use will be made of the Language Laboratory in the lower classes. After the classes (at 13,10) the following optional activities will take place: Those students who wish it may also attend all lectures and Commercial Spanish lessons (13,10 hrs.) . NOTE: At the same hour (13,10) an optional course on the Language of Commercial Spanish will be offered.

23. Max-Planck-Institute For Psycholinguistics - Language And Cognition Group
    The group investigates the relationship between language and general cognition, The Group also investigates the relation between language, culture,  
    http://www.mpi.nl/world/groups/lcog.html
    
    Extractions: home introduction research people ... search Language and Cognition Core Projects The group investigates the relationship between language and general cognition, making use of the “natural laboratory” of language variation. To this end, it maintains about a dozen field sites around the world, where languages are described often for the first time, the semantic categories examined and field experiments conducted. Current work examines the relation between language and thought as illuminated by language variation (see Space and Event Representation projects), the neurocognitive bases for spatial distinctions (see Space project), and the relationships between culture, cognition and human social interaction (see Multimodal Interaction project, Gesture Centre ). The Group also investigates the relation between language, culture, biology and environment over time (see

24. Bloomsburg University
    general Information Academic groups Cultural groups Signify Developsthe individual s sign language skill through the use of group activities,  
    http://www.bloomu.edu/welcome/act_cultural.php
    
    Extractions: E-mail Maps, Directions Directions to BU Downloadable Move-In Traffic Map BU Campus Map What to Bring Asian Culture - Seeks to enhance the knowledge of the Chinese culture, customs, history, language and society to all interested parties and to the university family as a whole. Bangladesh Student Association - Promote Bangladeshi culture (literature, history, folklore, arts) to share with the Bloomsburg community; create a better understanding of the relationship between the U.S. and Bangladesh. Black Cultural Society - Promotes within the university and surrounding community a social, cultural and educational awareness for ethnic studies and administrations.

25. Defense Language Institute Foreign Language Center Catalog, Chapter 3 - General
    Extracurricular activities of a cultural nature complement the DLIFLC’s choirs and dance groups to broaden their experience of the language and culture  
    http://www.dliflc.edu/daa/dli_catalog/cultural.htm
    
    Extractions: Language Day is a major activity that is held each year in early May. This event features various cultural displays, ethnic foods, classroom demonstrations in which attendees may participate, entertainment, and many other activities, all of which are open to the public. High school and college students from throughout the state usually attend. prev page table of contents next page

26. EPR8: INTEGRATING LANGUAGE AND CULTURE IN MIDDLE SCHOOL AMERICAN HISTORY CLASSES
    NATIONAL CENTER FOR RESEARCH ON CULTURAL DIVERSITY AND SECOND language LEARNING Although the first phase examined American history in general,  
    http://www.ncela.gwu.edu/pubs/ncrcdsll/epr8.htm
    
    Extractions: CENTER FOR APPLIED LINGUISTICS OVERVIEW This report describes preliminary findings from a study examining school American history classes with English language learners. The study has investigated the construction of social studies knowledge in these and the development and implementation of lessons that address the and educational backgrounds of the learners while integrating language content, and culture objectives. After briefly describing some features studies language, revealed through analyses of classroom discourse books, this report focuses on the implementation of several lessons project-developed unit, "Protest and the American Revolution." Attention is paid to teacher accommodations, student oral and written participation, infusion of multicultural issue and perspectives. INTRODUCTION This educational practice report describes an ongoing research project investigating middle school social studies classes with English language learners (ELLs) . The project is examining ways in which social studies knowledge is constructed in middle school classrooms with students who are learning English as a second language, and the linguistic and cultural competencies students need to engage effectively in this domain of discourse and reaming. Specifically, we have been investigating ways in which classroom teachers of social studies strengthen the academic language competence of English language learners, develop and implement lessons sensitive to the cultural and educational backgrounds of the students, and explore the knowledge students bring to the social studies classroom in order to promote them as multicultural resources. Through classroom observation, the study is also identifying effective instructional practices used to guide students to accomplish socially and academically meaningful tasks.

27. Foreign Language And Culture
    Accademia di Italiano (Italian language courses, general or dedicated to of Italian language and culture, Verona Italy); Linguaviva Group (Italian  
    http://www.speakeasy.net/~dbrick/Hot/foreign.html
    
    Extractions: search Speakeasy Google General Foreign stuff Arabic Belgian Bulgarian ... Yugoslavian 121 Sensei.Com (a teacher and student matching service for Japan based instructors of any language) ABC Melody (learn languages through song, French, English, Spanish, Japanese) ABC Translations, Inc. (full suite of translation, localization, and globalization consulting services) Abroad Languages (English, French, German, Italian, Spanish) Abroad Languages (study English, French, German, Italian, or Spanish in a native speaking country) Absolute Translations Ltd (over 140 languages) Academy of Languages (Seattle) African Safari Tour (Nairobi) ALanguageCenter (Spanish, German, Chinese, Japanese, French, and Portuguese) All Language Alliance, Inc (foreign language translations agency for corporate, legal, and technical documents) ALS International (translation, transcription, interpreting, conference and multimedia services) Apple Languages (Spanish, French, German, Italian) Applied Language Solutions (translation into and out of 140 languages) Auralog (language learning software, English, Spanish, French, German, Italian, Dutch, Chinese, Japanese, and Arabic)

28. APA Guidelines For Providers Of Psychological Services To Ethnic, Linguistic, An
    The Guidelines consist of general principles to help psychologists in their workwith The issues of language and culture do impact on the provision of  
    http://www.apa.org/pi/guide.html
    
    Extractions: APA Guidelines for Providers of Psychological Services to Ethnic, Linguistic, and CulturallyDiverse Populations There is increasing motivation among psychologists to understand culture and ethnicity factors in order to provide appropriate psychological services. This increased motivation for improving quality of psychological services to ethnic and culturally diverse populations is attributable, in part, to the growing political and social presence of diverse cultural groups, both within APA and in the larger society. New sets of values, beliefs, and cultural expectations have been introduced into educational, political, business, and health care systems by the physical presence of these groups. The issues of language and culture do impact on the provision of appropriate psychological services. Psychological service providers need a sociocultural framework to consider diversity of values, interactional styles, and cultural expectations in a systematic fashion. They need knowledge and skills for multicultural assessment and intervention, including abilities to: recognize cultural diversity;

29. Mental Health: Culture, Race, And Ethnicity - Surgeon General Report - Multicult
    The issues of language and culture do impact on the provision of appropriatepsychological acculturation language fluency ethnic majority group  
    http://www.mentalhealth.samhsa.gov/cre/biblio5.asp
    
    Extractions: Go to... Child, Adolescent, Family Community Support Emergency Services HIV/AIDS Homelessness Mental Health Statistics Special Programs and Initiatives State Planning About CMHS CMHS Homepage Homepage APA Guidelines for providers of psychological services to ethnic, linguistic, and culturally diverse populations. American Psychological Association, 1998 http://www.apa.org/pi/oema/guide.html Keywords: (from the introduction) There is increasing motivation among psychologists to understand culture and ethnicity factors in order to provide appropriate psychological services to ethnic and culturally diverse populations is attributable, in part, to the growing political and social presence of diverse cultural groups, both within APA and in the larger society. New sets of values, beliefs, and cultural expectations have been introduced into educational, political, business, and healthcare systems by the physical presence of these groups. The issues of language and culture do impact on the provision of appropriate psychological services Organista,P.B., Chun,K.M., and Marin,G., eds. Readings In Ethnic Psychology. New York: Routledge, 1998. Keywords:

30. Centro Fiorenza - Italian Language And Culture Courses
    general CONDITIONS VALID FOR FLORENCE AND ISLAND OF ELBA Lessons for grouplanguage courses are not made up and there is no refund for these days.  
    http://www.centrofiorenza.com/eng/elba/general_conditions.htm

31. Cross-Cultural Communication - Culture, Communication And Language
    Sociolinguists examine social and cultural influences on language behavior. In order to avoid generalizations and stereotypes about cultural groups,  
    http://www.maec.org/cross/4.html
    
    Extractions: Culture, Communication and Language Now that your "cultural eye" has been sharpened, let us look at how culture influences students' language skills and their learning of standard English, the language of education. The concept of communicative competence (Hymes, 1962), based on one's knowledge of the rules of language structure and language use within a given culture, will be useful. A major responsibility of teachers at all grade levels is to teach the language and communication skills needed for academic success, and for career and social mobility. Many students come from cultures which use different, though valid, communication and language systems from what is considered "normal" in the classroom. The study of sociolinguistics can help us understand different systems as a means of improving the quality of our instruction in language and the communication arts. Sociolinguistics Sociolinguists examine social and cultural influences on language behavior. Among the most important concepts to emerge are those relating to dialects and language standards.

32. Imagery In Cross
    Imagery and language in contrast. general market or mainstream US Imagery isstrongly tied to culture, and language and culture cannot be separated.  
    http://www.hamcr.com/imagery.htm
    
    Extractions: By Felipe Korzenny Betty Ann Korzenny and Sandra M.J. Wong Imagery investigation - uncovering the images consumers have of products - has become an important aspect of marketing research. It's a technique that seems to work well with U.S. consumers, most of whom speak English and share social and cultural reference points. Studying product imagery across cultures, on the other hand, is complicated. There is an unfortunate tendency to oversimplify imagery research when it is conducted with consumers who don't speak English. Simply translating a general market instrument from English into another language may not make the instrument ready to use with consumers in another culture. In addition, it is unwise to compare the data collected from an English instrument with that from a translated instrument. For example, a product's image of health or power may have different meanings across cultures. One culture may view a car as powerful because it is associated with powerful people. Another culture may perceive it as powerful because of the engine's horsepower rating. Both cultures rate both cars high on power but for critically different reasons. Etic vs. Emic approaches

33. IPFW Department Of Anthropology Course Offerings
    This class qualifies as a general Education Individual, culture, Ethnicrelationship and characteristics of major cultural groups are examined through  
    http://www.ipfw.edu/soca/antro.htm
    
    Extractions: Department of Anthropology Coures Offerings Anthropology Homepage Anthropology Requirements ANTH A460 Topics in Anthropology Cr. 1-3. (V.T.) ANTH A495 Individual Readings in Anthropology Cr. 1-4. P: consent of instructor. Eligible for graduate credit. (Fall, Spring) ANTH A496 Foreign Study in Anthropology Cr. 3-8. P: consent of instructor and chairperson. Planning of research project during year preceding summer abroad. Time spent in research abroad must be supervised via letters by instructor. Research paper must be presented by end of semester following foreign study. ANTH B200 Bioanthropology Cr. 3. An introduction to the biological nature of mankind. The evolution of human beings. An examination of speciation, race, and racial groups. The future evolution of humans. This class qualifies as a General Education Physical and Natural World (Area II) course. (Fall, Spring) ANTH E102 Anthropology of America Cr. 3. Anthropological analysis of American society: marriage, descent, kinship organization, religion, social stratification, and economic basis of social structure. ANTH E105 Culture and Society Cr. 3.

34. Linköpings Universitet: KFU Internationell
    general Outline. BACKGROUND. language and culture in Europe is a Instructiontakes the form of lectures, seminars and individual or group supervision.  
    http://www.liu.se/ffk/internationellt/master/langcult.htm
    
    Extractions: @import url(http://www.liu.se/mall04/css/layer.css); @import url(http://www.liu.se/mall04/css/generic.css); Hoppa direkt till textinnehållet Hjälp Tillgänglighetsinformation Snabblänkar inom LiU Sidor för dig som... ... vill studera vid LiU ... studerar vid LiU ... är alumn från LiU ... vill samarbeta med LiU ... är anställd vid LiU Andra länkar :: Sidor för journalister :: LiU:s hemsida LiU Fil fak Internationellt Master KFU Internationell Sök i LiU:s webb Sök en anställd Andra sökmöjligheter Kartor Kontakta oss ... Vanliga frågor/FAQ AIM The aim of the programme is for the students to acquire basic and advanced knowledge and skills needed to work independently and critically within professions where a good linguistic and cultural competence is required. The student will also acquire a broad, interdisciplinary competence in theory and method. The programme is open both to those wishing to pursue a career in the above-mentioned professions and to those aiming for PhD studies.

35. Deaf Culture History And Importance
    In general, human culture is passed down within families. a minority group,a separate entity because of its unique culture, language and social norms.  
    http://www.odc.state.or.us/tadoc/deaf7.htm

36. Talk Around The Coffeepot: A Key To Cultural Change Toward Diversity
    language and cultural barriers Faculty s perceptions that language and culturewere a This included both culture general and culture specific skills.  
    http://www.joe.org/joe/2001december/a1.html
    
    Extractions: Internet Address: ann.schauber@oregonstate.edu Introduction Leading a state Extension organization to become more relevant in a culturally diverse society is a strategic and deliberate process of organizational culture change. Organizational culture consists of the values, beliefs, principles, practices, and behaviors found in the public language of the organization. Organizational culture changes very slowly. Extension's organizational culture can be changed by identifying and then changing the diversity climate. A conceptual framework for identifying Extension's diversity climate (published in Journal of Extension, June 2001) is a key to organizational culture change (Schauber, 2001). This article addresses research findings that define Oregon State University Extension's Diversity Climate and how these findings are used to develop a strategic plan for leading OSU Extension to become an effective, culturally diverse organization. Background Diversity climate is defined as organizational members' attitudes and perceptions toward people from cultural groups other than their own. These attitudes and perceptions are manifested in the practices and behaviors that get acknowledged, supported, and rewarded (Schneider, 1990). Diversity climate, integral to and only a part of organizational culture, is manifested in the organization's private language, the informal conversations such as the talk around the coffeepot in the organization.

37. Culture
    In terms of health, some cultural groups face additional risks because of dominant Cultural kinship identifying with the language and history,  
    http://www.phac-aspc.gc.ca/dca-dea/publications/healthy_dev_partb_10_e.html
    
    Extractions: The concept of culture refers to a shared identity based on such factors as common language, shared values and attitudes, and similarities in ideology. In terms of health, some cultural groups face additional risks because of dominant cultural values that contribute to conditions such as marginalization, stigmatization, loss or devaluation of language and culture, lack of access to culturally appropriate health care and services, and lack of recognition of skills and training. Racism and discrimination have direct impacts on health, as well as indirect impacts mediated through various forms of social, political and economic inequity. For example, the factors that contribute to the major health disparities between First Nations, Inuit and Metis communities and other communities (including education, income, culture, and social and physical environment) are rooted in a long history of prejudice and racism. Minority groups often experience "acculturative stress."

38. Cultural Competence Standards -- ACTION: Final Analysis And Response To Public C
    separate the general cultural competence and language issues into different The term predominant language groups was commonly cited in public  
    http://www.omhrc.gov/clas/finalds.htm
    
    Extractions: Federal Register: December 22, 2000 (Volume 65, Number 247) [Page 80865-80879] In response to publication in the Federal Register of the CLAS Standards on December 15, 1999, OMH received public comments from 413 individuals or organizations, along with comments from the NPAC . Comments were received from a broad range of stakeholders, including hospitals, community-based clinics, managed care organizations, home health agencies, and other types of health care organizations; physicians, nurses, and other providers; professional associations; state health departments; government and other purchasers of health care; accreditation and credentialing agencies; patient advocates and advocacy groups; policymakers; and educators. We present comments and responses generally in the order in which the issues appeared in the recommended CLAS Standards.

39. Language, Culture And The Individual
    language and culture. Rod Library web site, Books, Annual Reviews, Types ofperiodicals, including general, mass, interpersonal, political, small group,  
    http://www.library.uni.edu/instruction/languageculture.shtml
    
    Extractions: Language and Culture Rod Library web site Books Annual Reviews, Types of periodicals ... Web sites Rod Library Web Site at http://www.library.uni.edu/ Provides information about library services and resources, links to resources to which the library subscribes, and links to selected free Internet resources and search tools UNISTAR to find books of various types Databases by Field of Study to identify indexes in your discipline or subject area. UNISTAR Reference books The Reference Collection includes general dictionaries, scholarly dictionaries and encyclopedias written by specialists, statistical sources, and directories. Resources are available to support your research in anthropology, linguistics, speech, and other areas. The following encyclopedias are among the linguistics encyclopedias providing essays on speech acts and events; most of the articles include a bibliography listing significant articles or books in the field: Encyclopedia of Communication and Information (3 volumes)

40. Annotated Bibliography For Educational Effects Of Native Language And Culture Pr
    The work of these teacher groups has theoretical implications for Integration ofAmerican Indian language and culture into the regular school curriculum  
    http://www.indianeduresearch.net/lipka.htm
    
    Extractions: Educational Effects of Native Language and Culture Programs in the Schools: Research Perspectives An ERIC Digest by Jerry Lipka EDO-RC-01-12 January 2002 Brenner, M. (1998). Adding cognition to the formula for culturally relevant instruction in mathematics. In a series of research projects with Native-Hawaiian children from more than 100 families, ethnographic information and cognitive studies of mathematical thinking guided the development of culturally relevant mathematics teaching. The approach is compared with other recent efforts to develop culturally relevant instruction in mathematics. Available from American Anthropological Association; phone 703-528-1902; Web site http://www.aaanet.org/cae/aeq/index.htm . Also available from Ingenta. For information about purchasing a copy, see http://www.ingenta.com/ ; or contact your local librarian about obtaining it through interlibrary loan. Demmert, W. G., Jr. (2001). Improving academic performance among Native American students: A review of the research literature [Electronic verson]. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools.

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