H. D. Adamson

Concise and engaging, this textbook introduces stylistics, the application of linguistics to literary analysis. Assuming no prior knowledge of linguistics, H. D. Adamson discusses linguistics before addressing its application to literature, enabling students to become knowledgeable in both fields. Targeted specifically at undergraduate literature students, the book covers a wide range of topics in linguistics and literary criticism, as well as a variety of literary genres and popular culture, from poems and contemporary literature to comic book art and advertising. Providing numerous examples throughout, linguistic concepts are clearly and accessibly presented in an easy-to-digest way, accompanied by numerous examples and a glossary of key terms. Each chapter features exercises, inviting students to apply specific linguistic knowledge to the analysis of literary texts, as well as further reading suggestions, figures and tables, and highlighted key terms. Supplementary online resources include additional exercises, further reading suggestions, useful links, discussion questions, key term flashcards, and an answer booklet for instructors.

Concise and engaging, this textbook introduces stylistics, the application of linguistics to literary analysis. Assuming no prior knowledge of linguistics, H. D. Adamson discusses linguistics before addressing its application to literature, enabling students to become knowledgeable in both fields. Targeted specifically at undergraduate literature students, the book covers a wide range of topics in linguistics and literary criticism, as well as a variety of literary genres and popular culture, from poems and contemporary literature to comic book art and advertising. Providing numerous examples throughout, linguistic concepts are clearly and accessibly presented in an easy-to-digest way, accompanied by numerous examples and a glossary of key terms. Each chapter features exercises, inviting students to apply specific linguistic knowledge to the analysis of literary texts, as well as further reading suggestions, figures and tables, and highlighted key terms. Supplementary online resources include additional exercises, further reading suggestions, useful links, discussion questions, key term flashcards, and an answer booklet for instructors.

In this book H.D. Adamson reviews scholarship in sociolinguistics and second language acquisition, comparing theories of variation in first and second-language speech, with special attention to the psychological underpinnings of variation theory. Interlanguage is what second language learners speak. It contains syntactic, morphological and phonological patterns that are not those of either the first or the second language, and which can be analyzed using the principles and techniques of variation theory. Interlanguage Variation in Theoretical and Pedagogical Perspective:relates the emerging field of variation in second language learners’ speech (interlanguage) to the established field of variation in native speakers’ speechrelates the theory of linguistic variation with psycholinguistic models of language processing relates sociolinguistic variation theory to the theory of Cognitive Grammarsuggests teaching applications that follow from the theoretical discussionAt the forefront of scholarship in the fields of interlanguage and variation theory scholarship, this book is directed to graduate students and researchers in applied English linguistics and second language acquisition, especially those with a background in sociolinguistics.

In this book H.D. Adamson reviews scholarship in sociolinguistics and second language acquisition, comparing theories of variation in first and second-language speech, with special attention to the psychological underpinnings of variation theory. Interlanguage is what second language learners speak. It contains syntactic, morphological and phonological patterns that are not those of either the first or the second language, and which can be analyzed using the principles and techniques of variation theory. Interlanguage Variation in Theoretical and Pedagogical Perspective:relates the emerging field of variation in second language learners’ speech (interlanguage) to the established field of variation in native speakers’ speechrelates the theory of linguistic variation with psycholinguistic models of language processing relates sociolinguistic variation theory to the theory of Cognitive Grammarsuggests teaching applications that follow from the theoretical discussionAt the forefront of scholarship in the fields of interlanguage and variation theory scholarship, this book is directed to graduate students and researchers in applied English linguistics and second language acquisition, especially those with a background in sociolinguistics.

This book addresses questions of language education in the United States, focusing on how to teach the 3.5 million students in American public schools who do not speak English as a native language. These students are at the center of a national debate about the right relationship among ESL, bilingual, and mainstream classes. Bilingual education has been banned by constitutional amendment in California and Arizona, and similar amendments are being considered in other states. Language Minority Students in American Schools: An Education in English places this debate and related issues of teaching standard English to speakers of nonstandard dialects, such as black English, within the larger context of language acquisition theory and current methods of language teaching. Adamson draws from the large body of sociolinguistic, psycholinguistic, and educational research, and on his own experience as an English teacher in the U.S. and overseas, to shed light on some of these controversies and on the cognitive, cultural, public policy, and practical issues involved in educating English language learners. Presenting all sides of the issues fairly, he offers a strong endorsement for bilingual and bidialectical education based on programs designed and administered according to the principles discussed in the book and supported by language acquisition theory and classroom research. A strength of the book is the inclusion of original research conducted in a middle school enrolling a majority of Latino students. This research contributes to the field of language education by providing a detailed description of how English language learners study content subjects. Examples from the study are used to illustrate a discussion of Vygotskian learning principles and the relationship between the students' home and school cultures. Language Minority Students in American Schools: An Education in English is intended for students who are preparing to become teachers of English as a second language, and for teachers of other subjects who work with English language learners.

This book addresses questions of language education in the United States, focusing on how to teach the 3.5 million students in American public schools who do not speak English as a native language. These students are at the center of a national debate about the right relationship among ESL, bilingual, and mainstream classes. Bilingual education has been banned by constitutional amendment in California and Arizona, and similar amendments are being considered in other states. Language Minority Students in American Schools: An Education in English places this debate and related issues of teaching standard English to speakers of nonstandard dialects, such as black English, within the larger context of language acquisition theory and current methods of language teaching. Adamson draws from the large body of sociolinguistic, psycholinguistic, and educational research, and on his own experience as an English teacher in the U.S. and overseas, to shed light on some of these controversies and on the cognitive, cultural, public policy, and practical issues involved in educating English language learners. Presenting all sides of the issues fairly, he offers a strong endorsement for bilingual and bidialectical education based on programs designed and administered according to the principles discussed in the book and supported by language acquisition theory and classroom research. A strength of the book is the inclusion of original research conducted in a middle school enrolling a majority of Latino students. This research contributes to the field of language education by providing a detailed description of how English language learners study content subjects. Examples from the study are used to illustrate a discussion of Vygotskian learning principles and the relationship between the students' home and school cultures. Language Minority Students in American Schools: An Education in English is intended for students who are preparing to become teachers of English as a second language, and for teachers of other subjects who work with English language learners.