By Mark Rosenfelder
The sequel to the Language building Kit: study more approximately built languages and approximately linguistics: common sense, pidgins and creoles, signal languages, the linguistic lifestyles cycle, and a meaty step by step survey of morphosyntax.
Create distinct and believable languages for RPGs, delusion and technological know-how fiction, video clips, or video games... or simply study extra approximately how languages paintings with an identical exact but enjoyable strategy because the unique LCK.
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Extra info for Advanced Language Construction
The greater emphasis on languages in the independent sector is well known. (Kelly and Jones, 2003) 9024 Chapter 2 (21-34) 32 5/3/04 2:06 pm Page 32 Modern Languages New courses…vs languages as philology In some institutions the new courses have been constructed with a genuine concern for the communicative competences that the students do already possess. e. for languages as philology not for languages as studies for intercultural being. If existing social experience and communicative ability are deployed in a relationship of critical exchange between teacher and learner of the kind that Byram advocates, then other capacities can be built on that foundation.
But if we do not place the definition itself back within the flux of history we will inescapably become recruits to the defence of immobilising and reactionary fixities. And these are invariably exclusions. Yet we argue throughout this book for a dynamic and inclusive conception of culture which both echoes the continual compromises, encounters, fusions and intersections of the history of culture, and articulates a conviction that the projection of that process into the future is the only real guarantee of the development of human understanding in the realm of freedom.
The report A New Landscape for Languages (Kelly and Jones, 2003) identifies a number of potential scenarios that may face modern languages in the future. It also outlines the courses of action already taken managerially to deal with the deficits in departments of modern languages, including: the merging of departments into schools of modern languages or single-language departments; the incorporation of languages into business schools or humanities departments; the disbanding of languages units and the relocation of ‘valued’ staff into other cognate departments; the pursuit of synergies between local universities in language programmes and the creation of specialist language-only units which deliver ‘key skills and language services’ but not ‘academic’ content.