The Philippines series of the PALI Language Texts, under the general editorship of Howard P. McKaughan, consists of lesson textbooks, grammars, and dictionaries for seven major Filipino languages. Ilokano is an Austronesian language. It ranks third among the major languages of the Philippines, being spoken by just over 12 percent of the population. Widely spoken throughout the Philippines, Ilokano is the dominant language of most of the provinces of Northern Luzon and is used as a lingua franca by non-Ilokano speakers in this area. Settlers have also carried the language to Mindoro and to several areas in Mindanao. Ilokano Lessons was developed under the auspices of the Pacific and Asian Linguistics Institute (PALI) of the University of Hawaii, and accompanies the Ilokano dictionary and the Ilokano reference grammar. The lessons in this text are supplemented by a series of appendixes consisting of vignettes of Ilokano life, songs, a glossary, and vocabulary lists.

Let's Speak Ilokano takes a new and lively approach to language learning. Lessons are learned in the context of simulated real-world experiences that are acted out in the classroom. Of related interest: Ilocano Dictionary and Grammar, by Carl Rubino

Students familiar with Precy Espiritu’s widely used beginning language text Let’s Speak Ilokano will welcome Intermediate Ilokano. Each of the twelve lessons consists of eight major components: reading, vocabulary study, story, questions for conversation, grammar notes, writing practice, fluency practice, and culture notes. The text integrates eclectic approaches to language teaching and learning and encourages active participation by students. Intermediate Ilokano is intended for students with one year of college-level Ilokano but is also appropriate for younger learners at a comparable level.

The Philippines series of the PALI Language Texts, under the general editorship of Howard P. McKaughan, consists of lesson textbooks, grammars, and dictionaries for seven major Filipino languages. Ilokano is an Austronesian language. It ranks third among the major languages of the Philippines, being spoken by just over 12 percent of the population. Widely spoken throughout the Philippines, Ilokano is the dominant language of most of the provinces of Northern Luzon and is used as a lingua franca by non-Ilokano speakers in this area. Settlers have also carried the language to Mindoro and to several areas in Mindanao. The Ilokano reference grammar was developed under the auspices of the Pacific and Asian Linguistics Institute (PALI) of the University of Hawaii, and accompanies the Ilokano dictionary by the same author as well as Ilokano Lessons by Bernabe, Lapid, and Sibayan. This reference grammar concentrates on syntactic structures. Professor Constantino cites morphological farms in depth in his dictionary. Consequently the treatment here should be used in conjunction with both the dictionary and the lessons mentioned above. It is the hope of the editor and author alike that this reference grammar will prove of value and interest to learners of Ilokano.

This book explores multilingual practices such as translanguaging, code-switching and stylization in secondary classrooms in Hawai’i. Using linguistic ethnography, it investigates how students in a linguistically diverse class, including those who speak less commonly taught languages, deal with learning tasks and the social life of the class when using these languages alongside English as a lingua franca. It discusses implications for teachers, from balancing student needs in lesson planning and instruction to classroom management, where the language use of one individual or group can create challenges of understanding, participation or deficit identity positionings for another. The book argues that students must not only be allowed to flex their whole language repertoires to learn and communicate but also be aware of how to build bridges across differences in individual repertoires. It offers suggestions for teachers to consider within their own contexts, highlighting the need for teacher autonomy to cultivate the classroom community’s critical language awareness and create conducive environments for learning. This book will appeal to postgraduate students, researchers and academics working in the fields of sociolinguistics and linguistic ethnography as well as pre-service and in-service teachers in linguistically diverse secondary school contexts.

This third edition of Compendium of the World’s Languages has been thoroughly revised to provide up-to-date and accurate descriptions of a wide selection of natural language systems. All cultural and historical notes as well as statistical data have been checked, updated and in many cases expanded. Presenting an even broader range of languages and language families, including new coverage of Australian aboriginal languages and expanded treatment of North American and African languages, this new edition offers a total of 342 entries over nearly 2000 pages. Key features include: Complete rewriting, systematization and regularisation of the phonology sections Provision of IPA symbol grids arranged by articulatory feature and by alphabetic resemblance to facilitate use of the new phonology sections Expansion of morphology descriptions for most major languages Provision of new illustrative text samples Addition of a glossary of technical terms and an expanded bibliography Comparative tables of the numerals 1-10 in a representative range of languages, and also grouped by family Drawing upon a wealth of recent developments and research in language typology and broadened availability of descriptive data, this new incarnation of George Campbell’s astounding Compendium brings a much-loved survey emphatically into the twenty-first century for a new generation of readers. Scholarly, comprehensive and highly accessible, Compendium of the World’s Languages remains the ideal reference for all interested linguists and professionals alike.