This work provides a brief overview of the basic relationships of meaning and structure of a language. The overview is followed by a more detailed analysis and practical application of the semantic relationships from the lowest level propositions through the highest level units of the text. A significant portion of the work addresses the semantic relations and roles of the communication units. The theory described in The Semantic Structure of Written Communication is applied in the books in the Semantic Structure Analyses Series. Each book has a systematic presentation, via a standard format and a tightly controlled discourse analysis of the Semantic Structure of the Greek text of the New Testament. The books in the Semantic Structure Analyses Series are designed to be used as a special kind of commentary to help translators find the precise meaning of the Source Language text. The SSA books are especially useful at points where regular New Testament commentaries are in disagreement or do not address themselves to the questions that translators are obliged to answer in the process of their work. In its format, an SSA includes a display of the semantic content and structure of each paragraph and each grouping of paragraphs in the text, in a form somewhat resembling a tree diagram. Also included are notes and comments justifying the analytical and exegetical decisions presented.

This work investigates the close relationship between language and culture. It explains key concepts such as social context and cultural authenticity, using insights from fields which includes linguistics, sociology, and anthropology.

Heritage language (HL) learning and teaching presents particularly difficult challenges. Melding cutting-edge research with innovations in teaching practice, the contributors in this volume provide practical knowledge and tools that introduce new solutions informed by linguistic, sociolinguistic, and educational research on heritage learners. Scholars address new perspectives and orientations on designing HL programs, assessing progress and proficiency, transferring research knowledge into classroom practice, and the essential question of how to define a heritage learner. Articles offer analysis and answers on multiple languages, and the result is a unique and essential text—the only comprehensive guide for heritage language learning based on the latest theory and research with suggestions for the classroom.

The Politics of Second Language Writing: In Search of the Promised Land is the first edited collection to present a sustained discussion of classroom practices in larger contexts of institutional politics and policies.

The Handbook of Technology and Second Language Teaching and Learning presents a comprehensive exploration of the impact of technology on the field of second language learning. The rapidly evolving language-technology interface has propelled dramatic changes in, and increased opportunities for, second language teaching and learning. Its influence has been felt no less keenly in the approaches and methods of assessing learners' language and researching language teaching and learning. Contributions from a team of international scholars make up the Handbook consisting of four parts: language teaching and learning through technology; the technology-pedagogy interface; technology for L2 assessment; and research and development of technology for language learning. It considers how technology assists in all areas of language development, the emergence of pedagogy at the intersection of language and technology, technology in language assessment, and major research issues in research and development of technologies for language learning. It covers all aspects of language including grammar, vocabulary, reading, writing, listening, speaking, pragmatics, and intercultural learning, as well as new pedagogical and assessment approaches, and new ways of conceiving and conducting research and development. The Handbook of Technology and Second Language Teaching and Learning demonstrates the extensive, multifaceted implications of technology for language teachers, learners, materials-developers, and researchers.