Digital library
Textbooks, references and open learning resources.
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Greek and Latin Roots: Part II - Greek
Peter Smith · BCcampus · 2016
Greek and Latin Roots: Part II - Greek is part two of a two part series. This series examines the systematic principles by which a large portion of English vocabulary has evolved from Latin and (to a lesser degree) from Greek. This book focuses on Greek roots. A link to the first part focusing on the Latin roots can be found below. Part II will try to impart some skill in the recognition and proper use of words derived from Greek. There is a stress on principles: although students will be continually looking at interesting individual words, their constant aim will be to discover predictable general patterns of historical development, so that they may be able to cope with new and unfamiliar words of any type that they have studied. They will be shown how to approach the problem by a procedure known as “word analysis,” which is roughly comparable to the dissection of an interesting specimen in the biology laboratory. The text assumes no previous knowledge of Greek, and does not involve the grammatical study of this language—except for a few basic features of noun and verb formation that will help students to understand the Greek legacy in English. All students will be asked to learn the Greek alphabet. This skill is not absolutely essential for a general knowledge of Greek roots in English. However, it will help students understand a number of otherwise puzzling features of spelling and usage. Although there will be some attention paid to the historical interaction of Greek with English, this text is definitely not a systematic history of the English language. It focuses on only those elements within English that have been directly or indirectly affected by this classical language. In order to provide the broadest possible service to students, the text emphasizes standard English vocabulary in current use. The more exotic technical vocabulary of science and medicine can be extremely interesting, but is explored in only summary fashion. Nevertheless, this text should b
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Greek and Latin Roots: Part I - Latin
Peter Smith · BCcampus · 2016
Greek and Latin Roots: Part I - Latin is part one of a two part series. This series examines the systematic principles by which a large portion of English vocabulary has evolved from Latin and (to a lesser degree) from Greek. This book focuses on Latin roots. A link to the second part focusing on the Greek roots can be found below. Part I will try to impart some skill in the recognition and proper use of words derived from Latin. There is a stress on principles: although students will be continually looking at interesting individual words, their constant aim will be to discover predictable general patterns of historical development, so that they may be able to cope with new and unfamiliar words of any type that they have studied. They will be shown how to approach the problem by a procedure known as “word analysis,” which is roughly comparable to the dissection of an interesting specimen in the biology laboratory. The text assumes no previous knowledge of Latin, and does not involve the grammatical study of this language—except for a few basic features of noun and verb formation that will help students to understand the Latin legacy in English. Although there will be some attention paid to the historical interaction of Latin with English, this text is definitely not a systematic history of the English language. It focuses on only those elements within English that have been directly or indirectly affected by this classical language. In order to provide the broadest possible service to students, the text emphasizes standard English vocabulary in current use. The more exotic technical vocabulary of science and medicine can be extremely interesting, but is explored in only summary fashion. Nevertheless, this text should be of considerable value, say, to a would-be botanist or medical doctor, if only by providing the foundation for further specialized enquiry.
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Português para principiantes
Severino Albuquerque · A.T. Still University · 2016
Português para principiantes is a time-tested text which can be used in conjunction with a variety of approaches to the teaching of beginning Portuguese. This media-rich text is designed to provide learners with a solid grammatical basis for using Brazilian Portuguese as well as regular opportunities to practice and improve their ability to read, speak, and understand the Portuguese language as it is used in contemporary Brazil.
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Tajik Persian: Readings in History, Culture and Society
Razi Ahmad · University of Kansas Libraries · 2016
Tajik Persian: Readings in History, Culture and Society seeks to help students develop reading proficiency in Tajik at advanced level through authentic texts written for native speakers and provides them glimpses into the history, culture and society of Tajikistan without losing its focus on cultural aspects of the country—an aspect that constitutes a core component in the second language acquisition. The book can be adopted by instructors as a supplementary or the main textbook for advanced-level courses.
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Korean Through Folktales
KyungAh Yoon · Portland State University Library · 2017
Korean Through Folktales consists of four chapters and each centers on a famous Korean folktale. The lessons and values that famous folktales teach are embedded and permeated in various aspects of the Koran culture. Using folktales in the curriculum will provide an engaging way to expose students to a slice of the target culture that native Koreans are naturally exposed to at an early age. Through the selected folktales and various activities offered in the book, students can gain cultural knowledge and insights into traditional and cultural values while they are given linguistic lessons to reinforce their acquired skills and to apply the learned materials in an integrated approach. Korean Through Folktales is designed to accompany 1st-year, 2nd-year, and 3rd-year Korean courses offered at Portland State University. However, any Korean teacher can adopt this book to supplement his/her course materials at elementary, intermediate, and advanced levels. There are four chapters in the book. Each chapter will note main themes of a widely known folktale introduced in the chapter, followed by the links to several videos to watch and get a gist or a background of the story. The ensuing section will introduce important elements and symbolism embedded in the story so as to provide insights and to enhance the depth of appreciation. After that, three versions of the folktale are presented for different levels, followed by grammar lessons, exercises, and tasks. Traces of folktales and allusions to them are evident in cultural products that many students enjoy, such as dramas, movies, and music. Therefore, knowledge in folktales will help students make cultural connections as well as enrich their experience of learning the Korean language.
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Compact Anthology of World Literature
Laura Getty; Kyounghye Kwon · University of North Georgia Press · 2016
A world literature class may be the first place that some students have encountered European works, let alone non-Western texts. The emphasis in this anthology, therefore, is on non-Western and European works, with only the British authors who were the most influential to European and non-Western authors (such as Shakespeare, whose works have influenced authors around the world to the present day). In a world literature class, there is no way that a student can be equally familiar with all of the societies, contexts, time periods, cultures, religions, and languages that they will encounter; even though the works presented here are translated, students will face issues such as unfamiliar names and parts of the story (such as puns) that may not translate well or at all. Since these stories are rooted in their cultures and time periods, it is necessary to know the basic context of each work to understand the expectations of the original audience. The introductions in this anthology are meant to be just that: a basic overview of what students need to know before they begin reading, with topics that students can research further. An open access literature textbook cannot be a history book at the same time, but history is the great companion of literature: The more history students know, the easier it is for them to interpret literature. These works can help students understand the present, as well. In an electronic age, with this text available to anyone with computer access around the world, it has never been more necessary to recognize and understand differences among nationalities and cultures. The literature in this anthology is foundational, in the sense that these works influenced the authors who followed them. A word to the instructor: The texts have been chosen with the idea that they can be compared and contrasted, using common themes. Rather than numerous (and therefore often random) choices of texts from various periods, these selected works are meant to make
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Le Littéraire dans le quotidien
Joanna Luks · COERLL · 2015
Le Littéraire dans le quotidien is an open textbook for use in French courses. The Literary in the Everyday represents a new pedagogical approach to reading and writing at the lower levels and is applicable to all languages. Teachers of foreign languages besides French can read about the approach in the Teacher's Guide. Go to Google Drive for individual chapters. Additionally, the Foreign Languages & The Literary in the Everyday (FLLITE) Project, a joint initiative of COERLL and CERCLL, two national foreign language resource centers, offers open resources for professional development in the publication of CC licensed FLLITE lessons in any language.
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FROM MSA to CA: A Beginner's Guide to Transitioning to Colloquial Arabic
Lina Gomaa · Portland State University Library · 2015
This book is for students who have studied Modern Standard Arabic (MSA) for one year or more and would like to learn colloquial Arabic basics using their knowledge of MSA. It aims at transitioning learners from Novice Mid level to Intermediate Low through presenting situations useful for living in an Arab country. The book has several features including hyperlinks, practice dialogues with open answers, cultural tips, and more.
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Beginning Japanese for Professionals: Book 1
Emiko Konomi · Portland State University Library · 2015
This textbook is designed for beginning learners who want to learn basic Japanese for the purpose of living and working in Japan. Unlike textbooks written primarily for students, whose content largely centers on student life, this book focuses more on social and professional life beyond school. As a beginning level textbook, this book includes many elementary grammar patterns (Japanese Language Proficiency Test Levels 5 and 4), but the vocabulary and situations are selected specifically for working adults. Explanations are kept concise so as to only cover key points. The main focus is on oral communication and the accompanying audio is to be used extensively. This textbook can be used for self-study, as part of an online course, or as a traditional college course.
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Conversa Brasileira
Orlando Kelm · COERLL · 2013
Conversa Brasileira is an online open access site that contains a series of 35 video scenarios in which Brazilians talk about their daily activities, everything from hobbies to shopping, and from traffic jams to soccer games. These materials are designed to help intermediate- and advanced-level learners of Portuguese to analyze the way that Brazilians really talk and improve in their own proficiency and fluency. This textbook provides a hardcopy of all of the online materials, including the dialog transcriptions, English translations, and lesson notes that link to the original website.
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Yorùbá Yé Mi
Fehintola Mosadomi · COERLL · 2014
The Yorùbá Yé Mi textbook, combined with an open access, multi-media website at http://www.coerll.utexas.edu/yemi, is an interactive, communicative, introductory Yorùbá program. It provides college/university students with basic listening, speaking, reading, and writing skills of language learning in Yorùbá. It exposes the learner not only to Yorùbá language in meaningful situations but also to the culture of the Yorùbá-speaking people of South-western Nigeria. It contains effective techniques for teaching and learning Yorùbá including tones, and is user friendly in its approach.
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Deutsch im Blick
Zsuzsanna Abrams · COERLL · 2017
This textbook includes all 10 chapters of Deutsch im Blick. It accompanies http://coerll.utexas.edu/dib/, the web-based first-year German program developed and in use at the University of Texas since 2008, and its companion site, Grimm Grammar. Deutsch im Blick is an open access site with free and open multimedia resources, which requires neither password nor fees. Deutsch im Blick has been funded and created by Liberal Arts Instructional Technology Services at the University of Texas, and is currently supported by COERLL, the Center for Open Educational Resources and Language Learning UT-Austin, and the U.S. Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE Grant P116B070251 & P116Y090057) as an example of the open access initiative.
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Français interactif
Karen Kelton; Nancy Guilloteau; Carl Blyth · COERLL · 2019
This textbook of classroom activities and homework accompanies Français interactif. Français interactif, the web-based French program developed and in use at the University of Texas since 2004, and its companion site, Tex's French Grammar (2000)are open access sites, free and open multimedia resources, which require neither password nor fees. Français interactif, used increasingly by students, teachers, and institutions throughout the world, includes 320 videos (American students in France, native French interviews, vocabulary and culture presentation videos) recorded vocabulary lists, phonetic lessons, online grammar lessons (600 pages) with self-correcting exercises and audio dialogues, online grammar tools (verb conjugation reference, verb practice), and diagnostic grammar tests.
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Preadvanced Japanese
Emiko Konomi · Portland State University Library · 2014
Preadvanced Japanese is designed for students who have intermediate competency in Japanese, roughly at Level 2 on the ILR (The Interagency Language Roundtable) proficiency scale, and are working on reaching Level 3.This textbook can be used for self-study, as part of online course, and in a traditional classroom setting. It is comprised of four chapters, intended to be covered in one term of a quarter system. Each chapter has Drills on expressions and grammar, Kanji Drills, and Listening Exercises. These activities are to be performed using the accompanying audio.
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Liberté
Gretchen Angelo · Gretchen V. Angelo · 2003
This French book is aimed at a first-year college student. Its features include: Each chapter is built around communicative strategies. Clearly defined objectives in communi- cation, culture, and grammar are given at the start of each chapter, and summary exercises at the end allow students to measure their mastery of these objectives. The exercises in the in-class (A) sections are composed mainly of guided practice and extension activities, along with occasional comprehension checks and comprehensible input. Some further activities are indicated in the instructor's marginal notes. The teacher can provide teacher- directed “setting-the-stage” activities, comprehension checks, and further comprehensible input before beginning each section. Many models are provided to the students to give them a secure context in which to practice their vocabulary before they are asked to produce independent language. The grammar included is explained in a more narrative form and in more detail than is typical for first-year textbooks. The grammar (B) sections should be read by the students outside of class before the communicative activities requiring those grammar points are done in class. By providing more explicit grammatical detail than is usual in a first-year book, the author hopes to stimulate students to reflect on the grammar of their own language as well as of French, helping students to become aware that their study of French is not just about mastery of a new language and culture, but about a more critical view of their own. The amount of grammar is less than is typically contained in a first-year text. The grammar included has been chosen to meet the needs of the communicative goals of each chapter, and these have been selected based on what a student ranking intermediate-low to -mid on the ACTFL oral proficiency scale should be able to accomplish. The grammatical concepts included in this book focus on those that will be needed for the sentences and questions that a typ
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An Introduction to Formal Logic
P.D. Magnus · Fecundity · 2012
forall x is an introduction to sentential logic and first-order predicate logic with identity, logical systems that significantly influenced twentieth-century analytic philosophy. After working through the material in this book, a student should be able to understand most quantified expressions that arise in their philosophical reading. This books treats symbolization, formal semantics, and proof theory for each language. The discussion of formal semantics is more direct than in many introductory texts. Although forall x does not contain proofs of soundness and completeness, it lays the groundwork for understanding why these are things that need to be proven. Throughout the book, I have tried to highlight the choices involved in developing sentential and predicate logic. Students should realize that these two are not the only possible formal languages. In translating to a formal language, we simplify and profit in clarity. The simplification comes at a cost, and different formal languages are suited to translating different parts of natural language. The book is designed to provide a semester's worth of material for an introductory college course. It would be possible to use the book only for sentential logic, by skipping chapters 4-5 and parts of chapter 6.
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Who Teaches Writing
Tyler Branson; Ron Brooks; Dana Cadman; Heidi Cephus · Oklahoma State University · 2021
Who Teaches Writing is an open teaching and learning resource being used in English Composition classes at Oklahoma State University. It was authored by contributors from Oklahoma State University and also includes invited chapters from faculty and staff at institutions both inside and outside of Oklahoma. Contributors include faculty from various departments, contingent faculty and staff, and graduate instructors. One purpose of the resource is to provide short, relatively jargon-free chapters geared toward undergraduate students taking First-Year Composition. Support for this project was provided in part by OpenOKState and Oklahoma State University Libraries.
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Salón de Clase: Intermediate Spanish for Education Professionals
Fernando Castro Ortiz; Giovanni Zimotti · University of Iowa · 2021
Salón de clase, Intermediate Spanish for Education Professionals is a comprehensive intermediate Spanish open access textbook with reading, listening, speaking, and writing practice for students who have an interest and/or intend to pursue a career in the field of Education (teachers, administrators, counselors, psychologists, social workers, support staff members, paraprofessionals, among others). This Open Education Resource (OER) aims to explore the role of Spanish language and Spanish speakers in the American education system, as well as to improve student communicative abilities in Spanish. Salón de clase integrates interactive activities (h5p), video interviews with Spanish speakers to present authentic materials, and topics related to education. Grammar is not presented as a standalone topic, but it is seemly integrated into all parts of this book.
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Teaching Math for Emergent Bilinguals: Building on Culture, Language, and Identity
Ji-Yeong I; Ricardo Martinez · Iowa State University · 2020
This book is designed for pre-service/in-service teachers and others who will work or work with K–12 students who have linguistically and culturally diverse backgrounds, especially students of other languages (English language learners/Emergent bilingual/multilingual). The core concept of this course is helping teachers understand the needs of various Emergent Bilinguals (a.k.a. English language learners (ELLs)/English Learners (ELs), learn to use their language and culture as a resource in mathematics classrooms and implement research-based instructional strategies that are effective to teach mathematics for Emergent Bilinguals.
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Evaluación del Aprendizaje en Inglés
Jannett Fonseca; Francisca Henríquez, Henríquez · Pontificia Universidad Católica de Valparaíso · 2017
This course material has been created for the course “Evaluation of comprehension and oral and written production in English” (LCL 462) from the English Language Teaching (ELT) program at the Institute of Literature and Language Sciences, Pontificia Universidad Católica de Valparaíso (PUCV). This course is located in the 8th semester of the curriculum of the bachelor degree of “Pedagogy in English” (English Language Initial Teacher Training) at PUCV. This course corresponds to the area of specific disciplinary training, complements the professional training course “Evaluation of Learning” of the School of Pedagogy and precedes the professional practice, academic-professional activity culminating in the curriculum of this career.