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Harmony of Babel: Interviews with Famous Polyglots of Europe
Kató Lomb. Translated by Ádám Szegi (215 Pgs, PDF only)
About the Book
Harmony of Babel: Interviews with Famous Polyglots of Europe, by Kató Lomb
In the late 1980s the distinguished interpreter and translator Kató Lomb profiled and interviewed 21 of her peers in search of answers to basic but deep questions on the nature of language learning. She asked:
“When can we say we know a language?”
“Which is the most important language skill: grammar, vocabulary, or good pronunciation?”
“What method did you use to learn languages?”
“Has it ever happened to you that you started learning a language, but could not cope with it?”
“What connection do you see between age and language learning? ”
“Are there ‘easy’ and ‘difficult,’ ‘rich’ and ‘poor,’ ‘beautiful’ and ‘less beautiful’ languages?”
“What is multilingualism good for?”
The answers Lomb collected from her interlocutors are singular, provocative, and often profound. Grounded in real-world experience, they will be of interest to linguaphiles who are seeking to supplement their theoretical knowledge of language learning.
About the author:
Kató Lomb (1909–2003) was called “possibly the most accomplished polyglot in the world” by linguist Stephen Krashen. One of the pioneers of post-war simultaneous interpreting, Lomb worked in 16 languages for state and business concerns in her native Hungary. In addition, she wrote several books on language and language learning in the 1970s and 1980s. Her first book, Polyglot: How I Learn Languages, was first published in English by TESL-EJ in 2008.
An Introduction to Second Language Research Methods – Design and Data.
Dale T. Griffee. Edited by M.E. Sokolik (213 Pgs, PDF only)
Excerpt from Part One:
My Approach to Research
My approach to research is that we should not concentrate on doing things to the point that we forget that doing is ultimately based on knowing. Always thinking about doing at the expense of knowing blinds us to the relationship between what we know (our theory) and what we do (our practice). Teachers usually get it half right and half wrong. We get it that knowing without doing is pointless, but we don’t always get it that doing without knowing is blind.
Reflective Writing: A Way to Lifelong Teacher Learning.
Edited by Jill Burton, Phil Quirke, Carla L. Reichmann, and Joy Kreeft Peyton (188 Pgs, PDF only)
Excerpt from Chapter 1:
Writing Leads to Community
We never see one another and we never speak directly, yet through the writing our intimacy is complete. (Duncker, 1996, p. 74)
Reflective writing about teaching is a way of inviting others into our classrooms to see what is going on there and to think about the ramifications of certain problems and successes. Teaching can be an isolated and isolating experience. Reflective writing about teaching is a way of expanding our world beyond the individual classroom. (Burton, 2007, Response #50)
Polyglot: How I Learn Languages, Second Edition
Kató Lomb. Translated by Ádám Szegi and Kornelia DeKorne (215 Pgs, PDF only)
Excerpt from Chapter 1:
What Is Language?
There may be no other word in the world that has as many connotations as this noun does with its few letters. For an anatomist, it will recall the set of muscle fibers divided into root, body, blade, and tip. A gourmet will think of tasty morsels in stewed, pickled, and smoked forms on the menu. A theologian will surely be reminded of the day of red Pentecost. A writer will think of a tool that dare not rival Nature, and a poet will imagine a musical instrument. And if spoken by a poet of genius? “You won’t remain with empty hands under the empty sky” (Antal Szerb).
Archived first edition found here: Polyglot: How I Learn Languages, First Edition
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