Learn Gaelic in just 10 lessons! Perfect for complete beginners or those who want to brush up on the language, Teach Yourself Gaelic Conversation encourages you to speak out loud from the very start. It features 10 topics that include 15 key words, three useful phrases, and one grammar point. Two sample conversations bring all those elements together correctly. There are plenty of review opportunities, so you can gauge your progress and reinforce what you have learned. In addition, the third CD provides invaluable guidance on holding two-way conversations, addressing such issues as speaking with people who talk very fast or use words and phrases you do not know.

Teach Yourself Gaelic Conversation (3 CDs + Booklet) (TY: Conversation)

Robertson,Boyd

Wells,Gordon

McGraw=Hill

An all-audio survival program for beginners that will get them conversing in no time! <ul>
<li>An audio-based course for beginners, requiring no reading. </li>
<li>Twenty conversations, and following explanations and instructions, are simple and bite-sized, making this a very accessible program. </li>
<li>Includes three audio CDs. </li>
</ul>
 Boyd Robertson (Glasgow, Scotland) is a reader in Gaelic and head of language education at the University of Strathclyde in Glasgow. Gordon Wells (Armadale, Scotland) teaches for Sabhal Mòr Ostaig, Scotland's Gaelic College, on the award-winning online access course "An Cùrsa Inntrigidh."

Speak Gaelic with Confidence with Three Audio CDs: A Teach Yourself Guide (Teach Yourself Language)

The Meaning Makers is a book about children's language, literacy, and learning.

The Meaning Makers: Children Learning Language and Using Language to Learn

Reference

Words, Language & Grammar

Heinemann

The book answers questions about teaching literacy to students from diverse cultural and ethnic backgrounds.

Constructing Knowledge Together: Classrooms as Centers of Inquiry and Literacy

Chang-Wells, Gen L

Foreign Language Study & Reference

CHANGING SCHOOLS FROM WITHIN

Education & Teaching

Schools & Teaching

There have been many studies of children learning to talk, but perhaps none as comprehensive - in terms of the number of children involved, the period of continuous observation and the scope of the analysis - as the Bristol Study of Language Development. This is the first full-length volume to be written by members of the research team and it is a fundamental study of language development from infancy to primary school. It synthesises the research to date and discusses some key socio- and psycholinguistic themes with reference to transcribed excerpts from spontaneous conversations recorded by the team and to experimental data. The authors' central argument is that conversation provides the natural context of language development and that the child learns through exploring his world of interaction with other people. The quality of learning is seen to depend particularly on the strategies that adults employ to develop and extend children's contributions to interaction. This has important practical implications for the transition from home to school, and the second part of the book examines the differences and similarities between the talk that goes on in these two environments. The final chapter considers the development of literacy. The model of language development presented here will make stimulating and challenging reading for a wide range of sociologists, psychologists and educationalists as well as being of particular interest to linguists.

Learning through Interaction: Volume 1: The Study of Language Development

Cambridge University Press

After more than a decade of research the Bristol Study of Language Development has assembled a corpus of data on the language development of children aged one to five years that is representative both in terms of the sample of children studied and of the situations in which their spontaneous speech was recorded. In this book Gordon Wells, who directed the project, presents a detailed account of the common sequence of development that was observed, specifying the ages at which linguistic categories emerged and the frequencies with which they were used at successive ages. The data have been rigorously analysed and the book also advances possible explanations for the developmental sequence identified. Variations within the overall pattern did of course occur and some of the more salient aspects are also discussed. The latter part of the book discusses the influence of environmental factors and in particular the role of adults in facilitating language development.

Language Development in the Pre-School Years

There have been many studies of children learning to talk, but perhaps none as comprehensive - in terms of the number of children involved, the period of continuous observation and the scope of the analysis - as the Bristol Study of Language Development. This is the first full-length volume to be written by members of the research team and it is a fundamental study of language development from infancy to primary school. It synthesises the research to date and discusses some key socio- and psycholinguistic themes with reference to transcribed excerpts from spontaneous conversations recorded by the team and to experimental data. The authors' central argument is that conversation provides the natural context of language development and that the child learns through exploring his world of interaction with other people. The quality of learning is seen to depend particularly on the strategies that adults employ to develop and extend children's contributions to interaction. This has important practical implications for the transition from home to school, and the second part of the book examines the differences and similarities between the talk that goes on in these two environments. The final chapter considers the development of literacy. The model of language development presented here will make stimulating and challenging reading for a wide range of sociologists, psychologists and educationalists as well as being of particular interest to linguists.

Learning through Interaction: Volume 1: The Study of Language Development (Language at Home and at School)

Health, Fitness & Dieting

Mental Health

After more than a decade of research the Bristol Study of Language Development has assembled a corpus of data on the language development of children aged one to five years that is representative both in terms of the sample of children studied and of the situations in which their spontaneous speech was recorded. In this book Gordon Wells, who directed the project, presents a detailed account of the common sequence of development that was observed, specifying the ages at which linguistic categories emerged and the frequencies with which they were used at successive ages. The data have been rigorously analysed and the book also advances possible explanations for the developmental sequence identified. Variations within the overall pattern did of course occur and some of the more salient aspects are also discussed. The latter part of the book discusses the influence of environmental factors and in particular the role of adults in facilitating language development.

Language Development in the Pre-School Years (Language at Home and at School)

Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)

For more than a quarter century, the polemics surrounding educational reform have centered on two points of view: those that favor a "progressive" child-centered form of education, and those that would prefer a return to a more structured, teacher-directed curriculum that emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on coconstruction of knowledge by more and less mature participants engaging in joint activity. This theory offers semiotic mediation as the primary means of obtaining knowledge, whereby the less mature participants can seek solutions to everyday problems by using resources existing in society. In addition to using illustrative examples from classroom studies, this book provides a comparative analysis of the theories and complementary developments in works by Vygotsky and the linguist M.A.K. Halliday. This unique volume will be of tremendous benefit to researchers in the fields of education, sociolinguistics, and psychology.

Psychology & Counseling

See the best price to sell, buy, or rent books by Wells,Gordon. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Wells,Gordon