This book is ideally suited both for practising teachers and participants in teacher education programmes in Hong Kong and the rest of S.E. Asia.

The book demonstrates how texts, techniques and tasks used in secondary classrooms can be MOTIVATING, MEANINGFUL AND MEMORABLE.

As more and more secondary schools and colleges accept American Sign Language (ASL) as a legitimate choice for second language study, Learning to See has become even more vital in guiding instructors on the best ways to teach ASL as a second language. And now this groundbreaking book has been updated and revised to reflect the significant gains in recognition that deaf people and their native language, ASL, have achieved in recent years. Learning to See lays solid groundwork for teaching and studying ASL by outlining the structure of this unique visual language. Myths and misconceptions about ASL are laid to rest at the same time that the fascinating, multifaceted elements of Deaf culture are described. Students will be able to study ASL and gain a thorough understanding of the cultural background, which will help them to grasp the language more easily. An explanation of the linguistic basis of ASL follows, leading into the specific, and above all, useful information on teaching techniques. This practical manual systematically presents the steps necessary to design a curriculum for teaching ASL, including the special features necessary for training interpreters. The new Learning to See again takes its place at the forefront of texts on teaching ASL as a second language, and it will prove to be indispensable to educators and administrators in this special discipline.

A language carries a people's memories, whether they are recounted as individual reminiscences, as communal history, or as humorous tales. This collection of stories from Anishinaabe elders offers a history of a people at the same time that it seeks to preserve the language of that people.As fluent speakers of Ojibwe grow older, the community questions whether younger speakers know the language well enough to pass it on to the next generation. Young and old alike are making widespread efforts to preserve the Ojibwe language, and, as part of this campaign, Anton Treuer has collected stories from Anishinaabe elders living at Leech Lake, White Earth, Mille Lacs, Red Lake, and St. Croix reservations. Based on interviews Treuer conducted with ten elders--Archie Mosay, Jim Clark, Melvin Eagle, Joe Auginaush, Collins Oakgrove, Emma Fisher, Scott Headbird, Susan Jackson, Hartley White, and Porky White--this anthology presents the elders' stories transcribed in Ojibwe with English translation on facing pages. These stories contain a wealth of information, including oral histories of the Anishinaabe people and personal reminiscences, educational tales, and humorous anecdotes. Treuer's translations of these stories preserve the speakers' personalities, allowing their voices to emerge from the page. Treuer introduces each speaker, offering a brief biography and noting important details concerning dialect or themes; he then allows the stories to speak for themselves. This dual-language text will prove instructive for those interested in Ojibwe language and culture, while the stories themselves offer the gift of a living language and the history of a people.

This book presents a study of the life history of Mtoro bin Mwinyi Bakari (c. 1869 - 1927). Mtoro bin Mwinyi Bakari grew up and studied Islamic Sciences in Bagamoyo, Tanzania. He became a Swahili lecturer and author in Germany and is known to have written Desturi za Wasuaheli, an important work in Swahili culture. The book introduces the wider historical context of his writings, and, in particular, reconstructs the racism and discrimination in both the colonial and metropolitan contexts, features which negatively influenced his career and his life as a whole. The study also offers insights into contributions of the colonized to the study of African languages and cultures during this same historical context.

The tradition of historical literature begun by Herodotus and Thucydides molded the early Greek novel. As the genre evolved, however, Greek novels moved away from their historical roots to become more heavily influenced by mythological traditions. Edmund Cueva's new book examines the literary uses to which the ancient novelists put their mythological material. His work offers a stimulating discussion of myths and their rise to prominence as the key feature of the fully developed Greek novel. He also takes into account the impact of the Roman conquest on the development of the Greek novel, the last true literary creation of the Greek world. The Myths of Fiction will interest scholars of Greek literarure, imperial history, literary myth, intertextuality, and comparative literature. Edmund Cueva is Associate Professor and Chair of Classics at Xavier University.

The complex nuances of interpreting generate a continuous demand for detailed curricula to enhance instruction. The latest addition to the Interpreter Education series New Approaches to Interpreter Education expands the tools available to instructors with seven new, vital chapters on new curricula and creative teaching methods. Series editor Cynthia B. Roy, Associate Professor in the Department of Interpretation at Gallaudet University in Washington, DC, called upon the expertise of nine other renowned interpreter educators to create this incisive collection. David Sawyer begins the volume with the foreword in which he emphasizes the importance of integrating theory and practice in order to improve the quality of interpreter education. Risa Shaw, Steven D. Collins, and Melanie Metzger follow with a description of the process for establishing a bachelor of arts program in interpreting at Gallaudet University distinct from the already existent masters program. that outlines the positive results from the use of a discourse-oriented curriculum for educating interpreters. In the second chapter, Claudia Angelelli outlines the bottom-line principles for teaching effective health-care interpreting, postulating a model that depends upon the development of skills in six critical areas: cognitive-processing, interpersonal, linguistics, professional, setting-specific, and sociocultural. Helen Slatyer delineates the use of an action research methodology in the third chapter to establish a curriculum for teaching ad hoc interpreters of languages used by small population segments in Australia. In the fourth chapter, Jemina Napier blends three techniques for instructing signed language interpreters in Australia: synthesizing sign and spoken language interpreting curricula; integrating various interpreting concepts into a theoretical framework; and combining online and face-to-face instruction. David Sawyer adopts a holistic perspective in his chapter on training interpreters in less frequently taught language combinations, to offer models and methods for interpreters in areas such as the Middle East, Africa, and Asia. Doug Bowen-Bailey describes how to apply theories of discourse-based interpreter education in specific contexts by producing customized videos. Finally, Mary Mooney addresses issues of ethnicity, cultural awareness, and intercultural communication skills among interpreters, interpreter educators, and interpreter education programs in the sign language community, to enhance competency for working within these diverse communities. All of these innovative concepts for creating curricula for interpreter training combine to ensure New Approaches to Interpreter Education as the state-of-the-art standard in this intricate discipline.