This is a collection of writings in English language concerning language, linguistics, and literature. The selected readings of classical writings concern this development of the English language since its beginnings.

This resource contains links to theĘAnishinaabe Language and Literature collectionĘin Deep Blue. You can learn more about the recordings by visiting theĘOjibwe.netĘwebsite. Additionally, this resource contains a student paper by Graham Hukill from the School of Information that details his collaborative effort with Open.Michigan and the Program in American Culture to digitally preserve and archive these recordings.

If you are an elementary immersion teacher who believes that all students can achieve high standards by becoming more effective learners, then this guide is for you. Everything within these pages is premised on the belief that students can become more effective and efficient learners if they are provided the effective learning tools and instructed on how to use them. These tools are learning strategies, that is, the mental processes and actions that students can use to help them complete learning tasks. By becoming familiar with the learning tools, students can improve their language learning abilities. Before we begin our discussion of learning strategies instruction, we provide some general background on elementary immersion programs.

This paper makes recommendations for developing mathematics instruction for English Language Learners (ELLs) aligned with the Common Core State Standards. The recommendations can guide teachers, curriculum developers, and teacher educators as they develop their own ways of supporting mathematical reasoning and sense-making for ELLs.Some instructional recommendations discussed in the paper include: Focus on ELL students’ mathematical reasoning, not the correctness of their mathematical language use. Shift to a focus on mathematical discourse practices; move away from simplified views of language. Support ELL students as they engage in complex mathematical language. Use ELL students’ language and experiences as resources. Provide professional development to enhance teachers’ awareness of ways to support ELs as they develop both language and mathematical knowledge.

In this video workshop, teachers, academics, and authors gather as a "community of readers," immersing themselves in classic and contemporary literature from Hamlet to works by Langston Hughes, James Dickey, and Alice Walker. These participants, led by Dr. Judith Langer, model the habits of effective readers in an approach known as "envisionment building." The readers develop interpretations by stepping into and moving through the text using their own unique perspectives. Develop your own reading community using these video programs with coordinated Web site and print guide, and learn how intuition, background experiences, and personal involvement construct meaning for readers. Return to the classroom with inspiration to guide your students toward engaging with literature in the same way. A video workshop on engaging in literature for grade 6-12 literature and language arts teachers; 8 one-hour video programs, workshop guide, and Web site; graduate credit available.

This site contains 493 text, audio, and video files, grouped into three categories: structural, which focuses on grammatical issues; lexical, which attempts to build vocabulary; and discourse, which is aimed at increasing verbal fluency. Materials are available from levels "1" which involves one and two word Arabic phrases, through "3," which includes more complicated word activities and full-page readings. Materials also include lesson plans, glossaries and background information.

Madinaharabic.com's free language course offers 37 complete lessons (and one partial lesson) out of their planned 100 on classical Arabic (MSA). Each lesson is broken into multiple sections and includes numerous interactive activities and exercises to test students' knowledge. Numerous images are incorporated into the text and every word is accompanied by an audio clip.

This is a six slide PPT presentation defining the role of characters in literature.

This bibliography was developed to highlight some of the outstanding trade books published for older children and teens that can be used for the text complexity component of the CCS in grades 6-12.* All of the books have been selected based on their literary quality and other components of qualitative evaluation. Many of the books offer sophisticated narrative structures and other characteristics factored into quantitative evaluation. And the list as a whole offers a wide variety of books reflecting diversity of subject matter and style, allowing for a range of choices in matching reader to text and task.

This unit explores phonic and historical connections between languages and suggests how such knowledge might be used when teaching MFL.

This paper points out three different ways that language is involved in the standards: language requirements in the content standards, English language arts standards, and language-convention-specific standards. It calls for a thoughtful integration of these three dimensions.The authors also frame language in the context of the Common Core, focusing on what students can accomplish using language rather than on whether or how students use specific language features. This broader definition encourages the development of cognitive, linguistic, and affective strengths in ELLs and gives students the opportunity to take valuable actions toward academic success.

This is the homepage of Bell High School, which currently offers 3 years of Arabic that meet Language Other Than English (LOTE) standards and can be accepted for placement in the University of California system. The program is designed to take students to an Intermediate-mid level, and they have plans to add a fourth year, which will take students to Advanced-Low. Classes are supplemented with online coursework, and there is a weekend component for heritage speakers. Bell High School is the first school in California to offer Arabic as a Core Class.

This unit introduces students to the expectations for the behavior of men and women through beliefs and practices present in the Russian culture. After being introduced to the basic idea of gender, students familiarize themselves with a number of gender stereotypes and learn that many people in the Russian culture believe in gender stereotypes staunchly. Nevertheless, a number of current practices for men and women in Russia diverge from these stereotypes, varying significantly by milieu. Students learn about these practices by completing a Webquest and analyzing a text taken off a site for Russian masculine ("butch") lesbians. The culminating project for the unit is a PowerPoint presentation in which students analyze gender-specific normative qualities and behavior norms in advice literature (such as articles in magazines and online and advice books). Students prepare for this final project in the last lessons of the unit by analyzing the typical features of advice texts and discussing the role that various advice texts play with relation to the social beliefs about gender.

This video library includes nine 20-minute videos that give language arts teachers and other educators an opportunity to observe firsthand how their peers are successfully guiding students in grades 3-5 toward becoming more active and involved readers of literature. Observe new pedagogical techniques modeled with diverse students of all ability levels in a variety of school settings. Use the accompanying guide and Web site to develop professional development, outreach, or educational programs. The Web site also includes lesson plans and links to more information on the issues raised in the videos. This library is part of the Envisioning Literature series based on the research of Dr. Judith Langer, and can be used as a companion to the Engaging With Literature workshop.

This lesson will introduce students to postcolonial literature--the major players, unifying themes, and major debates surrounding the classification of this genre. It also contains links to readings, discussion questions, and a collaborative project aligned to multiple Common Core standards.

Lecture series looking at key concepts in studying Literature; including lectures on the concept of unreliable narrators to theory of comparative literature. This series was filmed in the English Faculty in Trinity Term 2012

This paper highlights challenges and opportunities as English Language Learners engage with the Next Generation Science Standards. These new standards represent a major shift in science instruction, toward an explicit focus on scientific sense-making, language use, and scientific practices. These practices also place significance on developing explanations and argumentation from evidence as well as on language learning opportunities. The authors discuss in detail how four core science and engineering practices provide opportunities for ELLs: Developing and using models. Developing explanations (for science) and designing solutions (for engineering). Engaging in argument from evidence. Obtaining, evaluating, and communicating information.

The issues surrounding the state censorship of literature in Apartheid era South Africa are discussed between Peter McDonald and other academics at Oxford University. In this series of audio lectures Peter discusses the legal, political and literary perspectives of censorship in literature in South Africa.

Play a game and find out about a Nobel Prize awarded discovery or work! Among hundreds of letters, the names of Literature Laureates are hidden. Pick a period and search for the authors mentioned on the list beside the puzzle. The names may be written in all directions. When you've found a name, mark it with the mouse button down.