A survey of computational methods for understanding, generating, and manipulating human language, which offers a synthesis of classical representations and algorithms with contemporary machine learning techniques. This textbook provides a technical perspective on natural language processing—methods for building computer software that understands, generates, and manipulates human language. It emphasizes contemporary data-driven approaches, focusing on techniques from supervised and unsupervised machine learning. The first section establishes a foundation in machine learning by building a set of tools that will be used throughout the book and applying them to word-based textual analysis. The second section introduces structured representations of language, including sequences, trees, and graphs. The third section explores different approaches to the representation and analysis of linguistic meaning, ranging from formal logic to neural word embeddings. The final section offers chapter-length treatments of three transformative applications of natural language processing: information extraction, machine translation, and text generation. End-of-chapter exercises include both paper-and-pencil analysis and software implementation. The text synthesizes and distills a broad and diverse research literature, linking contemporary machine learning techniques with the field's linguistic and computational foundations. It is suitable for use in advanced undergraduate and graduate-level courses and as a reference for software engineers and data scientists. Readers should have a background in computer programming and college-level mathematics. After mastering the material presented, students will have the technical skill to build and analyze novel natural language processing systems and to understand the latest research in the field.

This landmark volume provides a broad-based, state-of-the-art overview of current knowledge and research into second language teaching and learning. Fifty-seven chapters are organized in eight thematic sections: *social contexts of second language learning; *research methodologies in second-language learning, acquisition, and teaching; *contributions of applied linguistics to the teaching and learning of second language skills; *second language processes and development; *teaching methods and curricula; *issues in second or foreign language testing and assessment; *identity, culture, and critical pedagogy in second language teaching and learning; and *important considerations in language planning and policies. The Handbook of Research in Second Language Teaching and Learning is intended for researchers, practitioners, graduate students, and faculty in teacher education and applied linguistics programs; teachers; teacher trainers; teacher trainees; curriculum and material developers; and all other professionals in the field of second language teaching and learning.

This book is a cross-cultural reference volume of all attested numerical notation systems, encompassing more than 100 such systems used over the past 5,500 years. Using a typology that defies unilinear evolutionary models, Stephen Chrisomalis identifies five basic types of numerical notation systems, tracks relationships between systems, and creates a general model of change that incorporates social, historical, and cognitive factors.

The articles by John Burton-Page on Indian Islamic architecture assembled in this volume give an historical overview of the subject, ranging from the mosques and tombs erected by the Delhi sultans in the 13th, 14th and 15th centuries, to the great monuments of the Mughals in the 16th and 17th centuries.

Most people most of the time want to live for ever. But there is another truth; the longing for oblivion. With pain, wit, and humour, the art of Samuel Beckett variously embodies this truth, this ancient enduring belief that it is better to be dead than alive, best of all never to have been born. Beckett is the supreme writer of an age which has created new possiblities and impossibilities even in the matter of death and its definition, an age of transplants and life-support. But howdoes a writer give life to dismay at life itself, to the not-simply-unwelcome encroachments of death? After all, it is for the life, the vitality, of their language that we value writers. As a young man, Beckett himself praised Joyce's words. `They are alive.' Beckett became himself as a writer when he realized in his very words a principle of death. In cliches, which are dead but won't lie down. In a dead language and its memento mori. In words which mean their own opposites, cleaving andcleaving. In the self-stultifying or suicidal turn, dubbed the Irish bull. In what Beckett called a syntax of weakness. This book explores the relation between deep convictions about life or death and the incarnations which these take in the exact turns of a great writer - the realizations of an Irishman who wrote in English and in French, two languages with different apprehensions of life and of death.

Research literature concerning the effects of incorporating the heritage languages of minority students into the regular school curriculum either as subjects or as mediums of instruction is reviewed. Program evaluations from Canada, the United States, and Europe consistently show that the use of a minority language as a medium of instruction for all or part of the school day entails no long-term loss in the development of academic skills in the majority language. There is also evidence that bilingual programs can both encourage minority parent involvement in their children's schooling and facilitate the development of minority students' academic skills. However, this pattern does not invariably emerge in the evaluation data, and further research is required to understand fully the complex interactions that appear to exist between language of instruction and a range of individual, educational, and social factors. Virtually no research data are available on the academic effects of teaching heritage languages as subjects, as opposed to using the languages as a medium of instruction. Also, because most program evaluations focus primarily on academic outcomes, little or no data are available on the impact of bilingual or heritage language programs on the educational system as a whole. Three major policy implications of the research are addressed. (Author/SW)