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Lingua Legis in Translation

English-Polish and Polish-English Translation of Legal Texts

This book describes the historical development of the Polish and English lingua legis. The intention is to point out the major differences between the legal realities, which significantly affect the process of translation. Secondly, the following characteristic features of lingua legis, concerning the level of words and syntagmas, are touched upon: vocabulary used in lingua legis including technical and semi-technical terms, conservatism of legal texts (Latin and Latinisms; synonymous strings, archaic adverbs etc.), borrowings, terms with non-precise meanings (the problem of indeterminacy), neologisms, euphemisms, vulgarisms, performative verbs, metaphors and religious elements, prepositional phrases, time expressions, compound nouns and the problems connected with nominalization, false cognates which cause major misunderstandings, and finally methods of providing translation equivalents. The problem of ambivalence is analysed as well. The problems connected with the Polish-English and English-Polish translation of the texts belonging to the following legal genres are examined: university diplomas and certificates, statutes, judgments, law reports, powers of attorney, petitions, contracts and deeds, testaments, birth, death and marriage certificates, and popular fiction.

This book describes the historical development of the Polish and English lingua legis.

The Utilization of English in the Linguistic Landscape to Increase Taiwanese Students' Interest in Learning English

Membongkar fiqh negara

wacana keadilan gender dalam hukum keluarga Islam

Mapping the World of Anglo-American Studies at the Turn of the Century

This volume revisits the most important issues that Anglo-American studies are facing at the beginning of the twenty-first century, with regards to both research and teaching. Given the English language’s status as a lingua franca, the culture that produced it, and that has been changing it, the literature written in English, and relevant linguistic and literary discourse have come to largely dominate critical theory globally. Therefore, the subjects of Anglo-American studies, and their traditional and modern concepts, must be approached from a multidisciplinary perspective, and must also be problematized in, and determined by, other spheres of the world, especially at the universities at which they are studied. This book, consequently, approaches both mainstream cultural, literary, linguistic and academic achievements and, often by way of comparison, those smaller, more distant, and marginalized fields, traditionally subordinate studies, as well as instances of cultural hybridization. Given its concern with a broad field of culture, literature, linguistics, and methodology of teaching English as a foreign language, this book consists of two main parts comprising the closest research and teaching fields; one attending to culture and literature, and the other approaching linguistics and methodology.

part of the student. Students learn to be passive. There is nothing productive for
the student in this method of instruction.5 Students that do not employ
metacognitive strategies while reading do not realize when the text does not
make sense. Studies show that these ... Metacognition can be considered the “
coach” or one's learning.8 By developing metacognitive awareness, learners
gain stronger overall cognitive skills that can be applied to all academic areas.
They also learn to ...

Closing the Poverty and Culture Gap

Strategies to Reach Every Student

Use instructional practices that lead students of poverty and diverse cultures to success! Donna Walker Tileston and Sandra K. Darling provide instructional strategies to help teachers improve learning in students of diverse cultures and poverty. This research-based book presents a six-part framework that builds on students’ assets and strengths. The authors discuss: Why some cultures are “turned off” by typical motivational approaches and what educators can do to reach students What research says about the brain’s desire to learn How teachers can build on students’ prior knowledge The importance of resiliency Teaching procedural and declarative knowledge and preparing students for tests

Strategies to Reach Every Student Donna Walker Tileston, Sandra K. Darling.
extracting basic information, or the main idea, from texts; (2) visual scanning; and
(3) retrieval processes. Teaching children the critical characteristics of different
kinds of texts,for example, how informational texts are patterned versushow
literary texts are patterned, helpsthem tostrengthen their metacognitive skillsfor
findingthe main idea of what they are reading. Explicitly teaching children howto
read ...

Mathematics Teachers' Metacognitive Skills and Mathematical Language in the Teaching-learning of Trigonometric Functions in Township Schools

Cognition -- Complexity -- Knowledge -- Lesson planning -- Lesson study -- Mathematical language -- Mathematical teaching -- Metacognition -- Metacognitive skills -- Professional development -- Reflection -- Teacher change -- Teacher learning -- Trigonometry teaching -- Kognisie -- Kompleksiteit -- Kennis -- Lesbeplanning -- Lesstudie -- Wiskundige taal -- Wiskundige onderrig -- Metakognisie -- Metakognitiewe vaardighede -- Professionele ontwikkeling -- Refleksie -- Onderwyser-verandering -- Onderwyser-leer -- Trigonometrie onderrig.

Cognition -- Complexity -- Knowledge -- Lesson planning -- Lesson study -- Mathematical language -- Mathematical teaching -- Metacognition -- Metacognitive skills -- Professional development -- Reflection -- Teacher change -- Teacher ...