By Lisa Moore
Lisa Moore’s wickedly clean first novel—a Canadian most sensible vendor, winner of the Commonwealth Writers’ Prize (Canadian and Caribbean region), and a </I>Globe and Mail</I> booklet of the Year—moves with the swiftness of an alligator in assault mode during the lives of a bunch of brilliantly rendered characters mingling in modern St. John’s, Newfoundland. St. John’s is a urban whose non secular place is someplace within the center of Flannery O’Connor state. Its denizens jostle each other in uneasy arabesques of hope, greed, and ambition, juxtaposed with a longing for purity, intensity, and redemption. Colleen is a seventeen-year-old would-be ecoterrorist, drawn inexorably to the locations the place alligators thrive. Her mom, Beverly, is cloaked in grief after the loss of life of her husband. Beverly’s sister, Madeleine, is a pushed, getting older filmmaker who obsesses over finishing her magnum opus ahead of she dies. And Frank, a tender guy whose existence is an odd anthology of unpredictable risks, is desirous to guard his hot-dog stand from sociopathic Russian sailor Valentin, whose predatory developments threaten all people he encounters. Alligator is a notable e-book, a suspenseful, heartfelt, and attractive tale that examines the ruthlessly reptilian and painfully human facets of we all.
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Additional resources for Alligator
Example text
Plan Languages across the Lifespan language receiver understands the concept of time. Normally, twoyear-olds are not very good at grasping the days of the week, and they are often even challenged by “before” and “after,” let alone abstracts such as Monday, Tuesday, and Wednesday. Clearly, this was a strategy doomed to failure, at least until the children were old enough to understand how their languages were being divided. Different strategies work for different family circumstances. Oneperson one-language would also not be very successful if one of the parents was not around with enough frequency to give his or her language sufficient time with the children.
9 At other campuses research is underway, and more people from a variety of fields are beginning to share their knowledge about languages to seek new and better ways of helping people become multilingual. Cornell University’s Language Acquisition Lab and Virtual Center for the Study of Language Acquisition, for example, manages an ongoing exchange of brilliant minds in the field of foreign language acquisition. Their forum encourages people from linguistics, neurology, psychology, and education to join forces and combine their knowledge in search of improving the language acquisition process.
It is less natural for the brain to be forced to replace existing labels for concepts about the world than it is to ask the brain to add a new label to the concept. This is one of the strongest psychological arguments in favor of additive bilingualism, adding a new language, as opposed to subtractive bilingualism, in which the new language replaces the old. The process of becoming bilingual from birth is where we turn next. All people brought up bilingual from birth learn to speak their languages, whereas only some go on to learn to read and write.