LEADER 02794nam 2200625 a 450 001 9910781591203321 005 20230725053846.0 010 $a1-283-32907-7 010 $a9786613329073 010 $a90-272-8499-7 035 $a(CKB)2550000000064159 035 $a(EBL)800221 035 $a(OCoLC)769192112 035 $a(SSID)ssj0000538416 035 $a(PQKBManifestationID)12197829 035 $a(PQKBTitleCode)TC0000538416 035 $a(PQKBWorkID)10559116 035 $a(PQKB)10931399 035 $a(MiAaPQ)EBC800221 035 $a(Au-PeEL)EBL800221 035 $a(CaPaEBR)ebr10513303 035 $a(CaONFJC)MIL332907 035 $a(EXLCZ)992550000000064159 100 $a20110606d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLanguages in contact$b[electronic resource] $eFrench, German and Romansch in twentieth-century Switzerland /$fUriel Weinreich ; with an introduction and notes by Ronald I. Kim and William Labov 210 $aAmsterdam $cJohn Benjamins Pub. Co.$d2011 215 $a1 online resource (436 p.) 300 $aDescription based upon print version of record. 311 $a90-272-1187-6 320 $aIncludes bibliographical references and indexes. 327 $apt. 1. General research problems -- pt. 2. Bilingualism in Switzerland : cultural setting and linguistic effects -- pt. 3. French and German : a case of stable, long-term language contact -- pt. 4. German and Romansh : language contact in a situation of ongoing shift. 330 $aThe appearance of Uriel Weinreich's Languages in Contact: Findings and Problems (1953) marked a milestone in the study of multilingualism and language contact. Yet until now, few linguists have been aware that its main themes were first laid out in Weinreich's Columbia University doctoral dissertation of 1951, Research Problems in Bilingualism with Special Reference to Switzerland. Based on the author's fieldwork, it contains a detailed report on language contact in Switzerland in the first half of the 20th century, especially along the French-German linguistic border and between 606 $aLanguages in contact$zSwitzerland 606 $aMultilingualism$zSwitzerland 606 $aSociolinguistics$zSwitzerland 607 $aSwitzerland$xEthnic relations 615 0$aLanguages in contact 615 0$aMultilingualism 615 0$aSociolinguistics 676 $a409.494 700 $aWeinreich$b Uriel$0319442 701 $aKim$b Ronald I$01516988 701 $aLabov$b William$0157037 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910781591203321 996 $aLanguages in contact$93753768 997 $aUNINA LEADER 04104nam 22006494a 450 001 9910783290703321 005 20230617014511.0 010 $a1-280-26705-4 010 $a9786610267057 010 $a1-4237-1016-9 010 $a1-84642-046-6 035 $a(CKB)1000000000018357 035 $a(EBL)290601 035 $a(OCoLC)437177487 035 $a(SSID)ssj0000251406 035 $a(PQKBManifestationID)11204091 035 $a(PQKBTitleCode)TC0000251406 035 $a(PQKBWorkID)10247206 035 $a(PQKB)11047554 035 $a(MiAaPQ)EBC290601 035 $a(Au-PeEL)EBL290601 035 $a(CaPaEBR)ebr10069823 035 $a(CaONFJC)MIL26705 035 $a(EXLCZ)991000000000018357 100 $a20031216d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aStepping out$b[electronic resource] $eusing games and activities to help your child with special needs /$fSarah Newman ; illustrated by Jeanie Mellersh 210 $aLondon ;$aNew York $cJ. Kingsley Publishers$d2004 215 $a1 online resource (369 p.) 300 $aDescription based upon print version of record. 311 $a1-84985-143-3 311 $a1-84310-110-6 320 $aIncludes bibliographical references (p. 319-327) and index. 327 $aStepping Out: Using Games and Activities to Help Your Child with Special Needs; Contents; Dedication; Acknowledgements; Introduction; 1 Everyday Life; Think of your own needs too; Look after relationships within your extended family; Family scripts; Meeting other parents of children with special needs; Diagnosis; Dealing with other people's reactions; Make full use of services and benefits available; Dealing with Professionals from health, education and social services; Think Positively; 2 What Everyone Needs to Know; Introduction; Knowing your child; Expectations; Motivating your child 327 $aCreate the right environmentHow to go about tackling new skills; Issues affecting children with special needs; Follow your child; 3 Cognitive Development; The theory; Games and activities; 4 Language Development; The theory; Language issues and games and activities; 5 Physical Development; Gross motor skills; The theory; Games and activities; Fine motor skills; The theory; Games and activities; Craft ideas; Cooking; Gardening; 6 Sensory Development; The theory; Vision; Hearing; Taste; Touch; Smell; Sensory awareness; Games and activities; Vision; Hearing; Taste; Touch; Smell 327 $aSensory Awareness7 Social Development; The theory; Games and activities; 8 Emotional Development; The theory; Games and activities; 9 Additional Practical Advice; Behaviour; Sleep; Toilet training; 10 Education; Choosing a school for your child; Getting the best out of your child's education; How schools provide additional support for children with special needs; 11 Financial and Practical Support; Financial support; Transport; Equipment; Respite care; 12 Resources; Bibliography; Voluntary organisations offering support for parents of children with special needs 327 $aSuppliers of toys and equipment for children with special needsIndex 330 $aStepping Out provides parents and carers with practical advice, and fun games and activities to improve a child's skills in the six areas of development: cognitive; physical; sensory; language; social and emotional. The book also outlines the stages of child development so parents can place their child's progress in context. 606 $aChildren with disabilities$xEducation (Elementary) 606 $aEducational games 606 $aSpecial education$xActivity programs 615 0$aChildren with disabilities$xEducation (Elementary) 615 0$aEducational games. 615 0$aSpecial education$xActivity programs. 676 $a371.9/043 700 $aNewman$b Sarah$f1963-$01519318 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910783290703321 996 $aStepping out$93757353 997 $aUNINA