The Ponapean-English Dictionary contains approximately 6,750 Ponapean to English entries. Each entry includes a headword, grammatical information, and one or more English definitions. Where appropriate, alternate spellings of headwords, usage labels, phrase and sentence examples, loan source information, and cross-references to related workds are also provided. An English to Ponapean finder list containing approximately 4,200 entries is also included to enable the user to locate key English words used in the definitions in the Ponapean entries.Designed to serve as a reference volume for native speakers of the language, particularly for Ponapean educators working in bilingual programs, this work will also be of value to English-speaking students of Ponapean and to scholars of other Pacific languages and cultures. This dictionary was prepared as a companion volume to the Ponapean Reference Grammar by the same authors.
A Hippocrene Trilingual Reference
Quechua is a Native American language spoken by nearly 10 million people, primarily in the Andes region of South America. It is best known as the language of the ancient Inca empire. Alongside Spanish, Quechua is an official language in Bolivia, Ecuador and Peru. Ideal for anthropologists, students and travelers, this dictionary features over 11,000 entries as well as an introduction to the Quechua language and basics of grammar.
This unique full-length dictionary includes 3 sections: English-Quechua, Spanish-Quechua, and Quechua-Spanish-English. Spanish is a logical conduit language between Quechua and English, and many Quechua words are found in Peruvian Spanish.
Reading Biblical Greek introduces first-year Greek students to the essential information needed to optimize their grasp of the fundamentals of the Greek language--no more and no less--enabling them to read and translate the Greek of the New Testament as soon as possible.
The learning approach in Reading Biblical Greek revolves around three core elements: grammar, vocabulary, and reading & translation.
- Grammar. The grammar consists of micro-lessons, which break up information in small, digestible chunks. Each micro-lesson addresses a single point. This arrangement makes for easy comprehension and review. It also allows the teacher to pace the material based on its difficulty and ability of their students. New learning is incremental and recursive--each new piece builds on and reinforces prior learning. Lessons are structured in three columns: 1) Introducing new topic; 2) Material to be memorized; and 3) Examples and exercises.
- Vocabulary. As an essential complement to grammar, vocabulary is introduced at strategic points and is arranged first by what the student has been learning in grammar, and then by frequency. The vocabulary lists are collated at the back of the book for easy access. The first 13 vocabulary lists are keyed to Mark 1-4 to help students to integrate their vocabulary learning with a "real" Greek text.
- Reading & Translation. The goal of this grammar is to enable students to read and translate the Greek of the New Testament. Thus, the content is structured and tied to a specific Greek text to enable reading as soon as possible. The student will have read and translated the whole of Mark 1-4 by the end of the course. The accompanying Reading Biblical Greek Workbook is a vital part of the approach. It breaks up the text of Mark 1-4 into manageable portions and provides vocabulary and grammatical assistance as required.
While Reading Biblical Greek only introduces students to information that is essential to grasp of the fundamentals of the Greek language, it is informed by the latest and best of Greek and linguistic scholarship, enabling students to move seamlessly to further study.
The Reading Biblical Greek Workbook is a companion resource to Reading Biblical Greek: A Grammar for Students. The workbook breaks up the Greek text of Mark 1-4 into manageable portions and provides the vocabulary and grammatical assistance required for beginning students.
The Reading Biblical Greek Workbook is an integral part of the learning experience for students, it helps them to read and translate the Greek of the New Testament, and ultimately equips them to read the Greek New Testament itself. The student will have read and translated the whole of Mark 1-4 by the time they complete the workbook
Reading Medieval Latin is an anthology of Medieval Latin texts, arranged chronologically and thematically with introductions, commentaries and a vocabulary of nonclassical words and meanings. It is a language textbook, designed to introduce students with one year or more of Latin to the Latin writing and culture of the period A.D. 550-1200. It is the only systematic introduction for students to all types of Medieval Latin writing.
In this practical guide, first published in 2001, Michael D. Coe, the noted Mayanist, and Mark Van Stone, an accomplished calligrapher, have made the difficult, often mysterious script accessible to the nonspecialist. They decipher real Maya texts, and the transcriptions include a picture of the glyph, the pronunciation, the Maya words in Roman type, and the translation into English. For the second edition, the authors have taken the latest research and breakthroughs into account, adding glyphs, updating captions, and reinterpreting or expanding upon earlier decipherments.
After an introductory discussion of Maya culture and history and the nature of the Maya script, the authors introduce the glyphs in a series of chapters that elaborate on topics such as the intricate calendar, warfare, royal lives and rituals, politics, dynastic names, ceramics, relationships, and the supernatural world. The book includes illustrations of historic texts, a syllabary, a lexicon, and translation exercises.