WorldCat Identities

Paulston, Christina Bratt 1932-

Overview
Works: 70 works in 359 publications in 3 languages and 11,756 library holdings
Genres: Handbooks and manuals  History  Conversation and phrase books  Abstracts 
Roles: Author, Translator, Editor, Other, Author of introduction
Classifications: PE1128.A2, 428.24
Publication Timeline
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Most widely held works by Christina Bratt Paulston
Teaching English as a second language : techniques and procedures by Christina Bratt Paulston( Book )

26 editions published between 1976 and 1996 in English and held by 749 WorldCat member libraries worldwide

This text is a practical manual for teachers of English as a second language, in particular teachers of foreign students in American universities. The book is divided into six sections, according to the six language skills to be taught. The first section discusses the teaching of grammar and includes a classification and a typology of structural pattern drills, the format of a grammar lesson, and various classroom procedures. The second section sets forth the goals of communicative competence and suggests communicative interaction activities. The third section includes a discussion of phonology and presents the general elements of a pronunciation lesson. The fourth section gives a list of general principles to be considered in teaching listening comprehension and techniques for specific teaching points. The section on reading discusses the procedures for teaching intensive and extensive reading. The final section discusses techniques for teaching writing and the two basic methods, free composition and controlled composition. (Cfm)
International handbook of bilingualism and bilingual education by Christina Bratt Paulston( Book )

10 editions published in 1988 in English and Spanish and held by 510 WorldCat member libraries worldwide

English as a second language by Christina Bratt Paulston( Book )

8 editions published in 1980 in English and held by 414 WorldCat member libraries worldwide

This publication is a discussion of what is known today about learning and teaching English as a second language, also known as tesol (teaching English to speakers of other languages). The discussion is divided into three sections: (1) the historical development of the field in the United States; (2) the domains of tesol; and (3) the teacher, the subject matter, the students, and methods and techniques. The second part focuses on bilingual education, outlining its development in the U.S., considering problems in implementation of federal legislation, and presenting conflicting views of tesol and bilingual education supporters. This part also considers briefly the status of English as a Foreign Language, English as a Second Language, and English to Speakers of Other Dialects. The third part provides suggestions for sources of information, a discussion of the distinction between linguistic competence and communicative competence, a list of do's and don'ts for teachers regarding appreciation of the students' cultures, and a consideration of objectives, methods, and techniques. A list of selected references concludes the volume. (Amh)
Linguistic minorities in multilingual settings : implications for language policies by Christina Bratt Paulston( Book )

20 editions published between 1988 and 1995 in English and Undetermined and held by 369 WorldCat member libraries worldwide

The 19th-century European notion of the one people-one language nation as the ideal state has been a very pervasive influence in spite of the fact that most countries in the world today are multilingual, that is they contain ethnic groups in contact and not infrequently in competition. Such thinking has held implications for the setting of language policies, from hanging a wooden clog around the neck of a child heard speaking Occitan in Southern France to the considerable budgeting in Ireland for the promotion of Irish. In this book, Paulston presents an analytical framework for explaining and predicting the language behaviour of social groups as such behaviour relates to linguistic policies for minority groups. She argues that a number of factors must be considered in the understanding and establishment of language policies for minority groups: (1) if language planning is to be successful, it must consider the social context of language problems, (2) the linguistic consequences for social groups in contact will vary depending on the focus of social mobilization, i.e. ethnicity or nationalism, and (3) a major problem in the accurate prediction of such linguistic consequences lies in identifying the salient factors which contribute to language maintenance or shift, i.e. answering the question "under what conditions?". Part I outlines and discusses the analytical framework, beginning with a general consideration of language problems and language policies and of the social factors which contribute to language maintenance and shift. The author continues to discuss four distinct types of social mobilization, which under certain specified social conditions result in different linguistic consequences: ethnicity, ethnic movements, ethnic nationalism, and geographic nationalism. The argument is that such an understanding is vital to helpful educational policies and successful language planning in general. Part II contrasts and compares a number of case studies for clarification of their diverse courses of mother tongue maintenance. It particularly seeks to illustrate the type of social mobilization discussed in Part I and to understand the social conditions which influence and alter the effects of the type of social mobilization
Intercultural discourse and communication : the essential readings by Scott F Kiesling( Book )

24 editions published between 2004 and 2008 in English and held by 352 WorldCat member libraries worldwide

"Intercultural Discourse and Communications: The Essential Readings is a collection of articles from the field of intercultural discourse and intercultural communication. It consists of four sections, which provide readings on major theoretical approaches, case studies of cultural and sub-cultural contact from around the globe, issues of identity in "bicultural" individuals, and the "real-world" implications of intercultural contact, and conflict, in two cases."--Jacket
Sociolinguistic perspectives on bilingual education by Christina Bratt Paulston( Book )

14 editions published between 1991 and 1992 in English and Undetermined and held by 350 WorldCat member libraries worldwide

Sociolinguistics : the essential readings( Book )

17 editions published between 2002 and 2006 in English and held by 345 WorldCat member libraries worldwide

Bilingual education : theories and issues by Christina Bratt Paulston( Book )

13 editions published in 1980 in English and Undetermined and held by 344 WorldCat member libraries worldwide

In this study, I will attempt to outline some major theories of social and educational change and to delineate the identification and interpretation of variables of bilingual education within the framework of each particular theory. In so doing, I am drawing heavily on the work by R.G. Paulston in his Conflicting Theories of Social and Educational Change: A Typological Review (1976). - Introduction
Linguistic and communicative competence : topics in ESL by Christina Bratt Paulston( Book )

11 editions published in 1992 in English and held by 299 WorldCat member libraries worldwide

Implications of language learning theory for language planning : concerns in bilingual education by Christina Bratt Paulston( Book )

9 editions published between 1947 and 1974 in English and Undetermined and held by 292 WorldCat member libraries worldwide

The handbook of intercultural discourse and communication by Christina Bratt Paulston( Book )

35 editions published between 2011 and 2014 in English and held by 242 WorldCat member libraries worldwide

Intercultural discourse and communication is emerging as an important area of research in a highly globalized and connected world, where language and culture contact is frequent and cultural misunderstandings and misconceptions abound. The handbook contains contributions from established scholars and up-and-coming researchers from a range of subfields to survey the theoretical perspectives and applied work in this burgeoning area of linguistics. This timely volume features first a part that introduces the background detailing the scope and topics of the field, ; followed by one that describes four different theoretical approaches and their basic research questions, from Ethnography of Speaking and John Gumperz's Interactional Sociolinguistics to Critical Approaches and Postmodernism. The third part, "Interactional Discourse Features," describes and explains the features of talk that are frequently studied in cross-cultural research, such as turn-taking and politeness. The volume also includes a section on Interactional Discourse sites, examining cross-cultural communication (such as Greek-Turkish discourse). The final part considers a variety of domains in which interaction takes place, such as Translation, Business, Law, Medicine, Education, and Religion
Linguistic minorities in Central and Eastern Europe( Book )

11 editions published in 1998 in English and held by 184 WorldCat member libraries worldwide

From substitution to substance : a handbook of structural pattern drills by Christina Bratt Paulston( Book )

8 editions published in 1975 in English and held by 139 WorldCat member libraries worldwide

This book is meant to serve as a guide to more efficient language teaching. Although it is based on theories both from standard audiolingual theory and cognitive-code learning, the basic objectives remain those of the audiolingual approach. The book focusses on the teaching of grammar and on the most efficient way to use drills in the classroom in order to have students communicate effectively. Language teaching is discussed in terms of approach, method, and technique. Approach is the theoretical foundation upon which any systematic method is based, while method refers to the procedures of language teaching. Techniques are specific strategies the teacher chooses to achieve his objectives. Chapter 1, then, examines the theoretical issues which underlie the teaching of grammar and presents a conceptual framework for the classification and sequencing of structural pattern drills. Chapter 2 discusses the procedures of an ideal grammar lesson, and Chapter 3 presents the most basic structural patterns in English, with a full set of mechanical, mechanical-testing, meaningful, and communicative drills for each pattern. (Clk)
Late arrival on earth; selected poems by Gunnar Ekelöf( Book )

7 editions published in 1967 in English and held by 138 WorldCat member libraries worldwide

Controlled composition in English as a second language by Christina Bratt Paulston( Book )

8 editions published between 1973 and 1975 in English and held by 130 WorldCat member libraries worldwide

The early days of sociolinguistics : memories and reflections by Christina Bratt Paulston( Book )

15 editions published between 1997 and 2012 in English and held by 118 WorldCat member libraries worldwide

Developing communicative competence : roleplays in English as a second language by Christina Bratt Paulston( Book )

11 editions published in 1975 in English and held by 109 WorldCat member libraries worldwide

I do best alone at night; poems by Gunnar Ekelöf( Book )

4 editions published in 1968 in English and held by 94 WorldCat member libraries worldwide

Recent developments in research on bilingual education in the United States by Christina Bratt Paulston( Book )

6 editions published in 1982 in English and held by 72 WorldCat member libraries worldwide

Swedish research and debate about bilingualism : a critical review of the Swedish research and debate about bilingualism and bilingual education in Sweden from an international perspective : a report to the National Swedish Board of Education by Christina Bratt Paulston( Book )

18 editions published between 1982 and 1987 in English and Swedish and held by 67 WorldCat member libraries worldwide

Swedish research and opinion on bilingualism, language policy, and bilingual education in Sweden is reviewed. The Swedish debate on language planning and bilingual education revolves around two perspectives: structural-functional theory and conflict theory. Swedish research consists primarily of statistical and descriptive studies rather than hypothesis testing. It is generally policy oriented and written from a structural-functional perspective. A distinction is drawn between language cultivation and language policy approaches to issues of language planning. Most of the decisions about the schooling of immigrant children in Sweden have been policy decisions which cannot be assessed according to linguistic criteria. Issues addressed by Swedish bilingual education research include semilingualism, biculturalism and contrastive culture, Swedish xenophobia, medium of instruction, third language learning, and linguistics. A bibliography is appended. (Rw)
 
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International handbook of bilingualism and bilingual education
Alternative Names
Bratt Paulston Christina

Bratt-Paulston, Christina 1932-

Paulston Bratt, Christina

Paulston, Christina 1932-

Paulston, Christina B.

Paulston, Christina B. 1932-

Paulston, Christina B. (Christina Bratt), 1932-

Languages
English (269)

Spanish (1)

Swedish (1)

Covers
Linguistic minorities in multilingual settings : implications for language policiesIntercultural discourse and communication : the essential readingsSociolinguistics : the essential readingsLinguistic and communicative competence : topics in ESLThe handbook of intercultural discourse and communicationLinguistic minorities in Central and Eastern Europe