New PDF release: 52 Fun Things to Do in the Car
By Lynn Gordon
Kiss the roadtrip blues goodbye with the revised model of this best-selling task deck that includes up-to-date textual content all through in addition to a number of new actions. From enticing video games to inventive artwork actions to mind-bending puzzles, this e-book will make getting there all of the enjoyable.
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Additional info for 52 Fun Things to Do in the Car
Michelle Turner (Chapter 13) has acted as one of the interlocutors for our research project since it started (see Chapter 7). Her observations on the linguistic behaviour of the Japanese pre-school children include a fairly late development of verbs (see also Chapter 7) and the existence of a quiet, whispering stage experienced by most children. In this connection, it should be mentioned that all of these children were seen to talk volubly and out loud in Japanese in their home environment, reminding us of the point made by Pickering in Chapter 12 that 'a Japanese pupil, like any other person, will be different in different settings'.
Copyright © 1999 Asako Yamada-Yamamoto, Brian Richards and the authors of individual articles. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher. com) Printed and bound in Great Britain by WBC Book Manufacturers Ltd. Page v CONTENTS 'Leaving Japan' viii Foreword David Wilkins ix Introduction and Overview: For a Better Understanding of Japanese Children Overseas Asako Yamada-Yamamoto 1 Part 1 Language Learning and Japanese Children in the UK 1 Statistical Overview of Japanese Children in the UK and Language Environment Survey Asako Yamada-Yamamoto 17 2 The Japanese Saturday School Kazue Aizawa 27 3 The Acquisition of English by British Children Michael Garman 30 4 A Speech and Language Therapist's View Carolyn Letts 36 5 Input, Interaction and Bilingual Language Development Brian Richards 40 Part 2 Educational Adaptation and the Acquisition of English by Japanese Children 6 Dissonances Experienced by Japanese Children in British Classrooms Joanna Mcpake 47 7 The Development of English by Japanese Children Temporarily Resident in the UK Asako Yamada-Yamamoto 55 Page vi Part 3 Observations by School Teachers and other Education Professionals 8 Strategies Adopted in a School with a Large Number of Japanese Pupils Margaret Pond 73 9 Some Experiences of Educating Japanese Children in an English County Primary School Ann Griffin And Sue Allaway 78 10 Japanese Children at a Pre-Prep School Julie Bunker 87 11 The View of a Second Language Specialist Working for an Education Support Service Sarah Mitchell 90 12 Do's and Don'ts in Bilingual Education Mo Pickering 93 13 Observation of Japanese Pre-school Children as an Interlocutor Michelle Turner 96 Part 4 Views of Japanese Saturday School Teachers and Parents 14 Roles and Responsibilities, and the Special Context of the Japanese Saturday School Emiko Furuya-Wise 101 15 Some Issues about Becoming Bilingual Kazue Aizawa 106 16 Differences in Cultural and Linguistic Expectations between Britain and Japan Mariko Sasagawa-Garmory 109 17 Initial Experiences at a British School: A Mother's Account Yumiko Shibato 112 Part 5 Learning and Teaching other Languages 18 Reading and Writing in Japanese: A Challenging Task Helen Gilhooly 119 19 Japanese and English: Languages of Different Organisation Lydia M Orey 121 Page vii 20 A Different Language: A Source of Challenge and Enjoyment Kiyoko Ito 124 21 Multilingual Classrooms Viv Edwards 126 Conclusions: The Educational and Linguistic Development of Japanese Children Brian Richards 133 Contributors 139 Index 140 Page viii 'LEAVING JAPAN' 1 When I was first told that we were going, I could not believe my ears.
She also emphasises the importance of the pupils' own motivation and the parents' continuous encouragement of their children. One weakness observed even in the top students seems to lie in the quality of their vocabulary, or the lack of more formal or literary vocabulary, and it is quite reasonable to interpret this in the context of limited language (cf. Chapter 1). As a former teacher at junior and senior high schools in Japan, Mariko Sasagawa-Garmory compares the educational environment of the two cultures.
52 Fun Things to Do in the Car by Lynn Gordon