Tashi. A easy Grammar of contemporary spoken Tibetan
Labrary of Tibetan Works and documents, 2005. — 195 с.
— a realistic instruction manual. — 81-85102-74-0
A simple Grammar of recent Spoken Tibetan is written for these non-Tibetan who've a prepared curiosity in studying the correct ideas of spoken Tibetan grammar. This ebook relies on my twelve years of expertise in educating Tibetan language on the Library of Tibetan Works and information, Dharamsala and 365 days instructing and learning within the U.S.A. in the course of those years i've got accumulated a number of notes which convey the typical grammatical difficulties of Tibetan language scholars. during this publication i've got attempted to give the grammar principles as basically as possiblewith a couple of uncomplicated examples, in order that it can be utilized by somebody who has no past wisdom of spoken Tibetan. The English translations stick to the Tibetan as heavily as attainable with a purpose to aid scholars comprehend either its that means and shape. (from the preface via the author).
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Extra info for A Basic Grammar of modern spoken Tibetan
46, 21 April. Escobar, C. (2007) Tasques d’intercanvi de informació i processos d’aprenentatge en l’aula AICLE. In A. Camps and M. ) I Jornades de recerca sobre l’educació lingüística i literària en entorns plurilingües. Barcelona: Graó. Escobar, C. and Pérez-Vidal, C. (2004) Teacher education for the implementation of a Content and Language Integrating Learning approach (CLIL) in the school system. In R. ) Integrating Content and Language: Meeting the Challenge of Multilingual Education (pp. 402–415).
Teachers were strongly supported, often recognised for their students’ successes, and were part of a team that was characterised as loyal and committed. , 2004). Montague (1997) noted that the most important aspect of any multilingual education programme is teacher training in pedagogical and theoretical aspects of language acquisition. Additional research on teacher training in multilingual education suggests that teachers should have many attributes in order to work in a multilingual education setting: proficiency in the target language, knowledge of the principles of language acquisition and pedagogical skills specifically adapted for teaching foreign languages to young children (Van de Craen & Perez-Vidal, 2003).
Journal of Multilingual and Multicultural Development 22, 401–425. Lasagabaster, D. (2004) Attitudes towards English in the Basque Autonomous Community. World Englishes 23, 211–224. Lasagabaster, D. (2005) Attitudes towards Basque, Spanish and English: An analysis of the most influential variables. Journal of Multilingual and Multicultural Development 26, 296–316. Lasagabaster, D. (2007) Language use and language attitudes in the Basque Country. In D. Lasagabaster and A. Huguet (eds) Multilingualism in European Bilingual Contexts.
A Basic Grammar of modern spoken Tibetan by Tashi