...history of the origins of the English language and introduces the reader to a few important points pertaining language and experience. Gioia mentions how, “by the time the English language had moved westward...Spanish was already rooted in California.” (201) this statement is followed by an ultimatum, despite English being our language it is still “slightly foreign to our environment” (Gioia 201). Given the example of, “an immigrant grandparent whose words and concepts don’t entirely fit in the new world.” (Gioia 201) Gioia paints a visual most can relate to with their own family members that may also have the issue of conforming to modern ideas and ways. With examples of English literature and comparisons of European climates to the West coast, Gioia expands on his point that it is difficult to be a California poet based on the simple fact that our language does not match our culture. An example of a comparison he makes is, “Our towns are named Sacramento and Santa Rosa, not Coventry or New Haven.” (Gioia 202) This statement is a play on words because Coventry and New Haven are cities in Connecticut, US but they are also both cities in England. Possibly Gioia made this specific comparison to entail how different California is from foreign countries in addition to the East coast of our own country. Gioia also lived on the East coast for twenty years in New York. On page 202 Gioia discusses, “California doesn’t fit the poetic archetypes of the English tradition.” Which after reading...
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...The English-Only Debate English as the national language has become one of the major issues facing citizens in the United States of America today. There have been many supporters in favor of English as the only recognized language spoken in America and there have also been many opponents. The debate has also driven many states to pass their own laws concerning the English language. There are many pros and cons to the debate, many states have passed their own laws regarding the education of English language learners, and I have my own views about the English-only debate. Supporters of the English-only movement feel very strongly about their views as English being the official language in America. While, opponents of the English-only movement feel just as strongly in their belief of America needing more than the English language. Supporters feel with English being the only language would unite us as a nation, clarifying that we are Americans. Supports also feel that making English the official language will give immigrants more opportunities to learn and speak the English language more fluently. Opponents of the debate feel that English-only would alienate immigrants that come to America by stifling communication within their daily life. Opponents also feel that school age children of immigrants will be at a disadvantage in school when learning academics if they cannot be taught in their native language. Also, a major issue within the debate is that non-English speaking...
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...On page 168 in Brandt’s study she says, “literacy takes its shape from the interests of its sponsors… obligations toward one’s sponsors run deep, affecting what, why, and how people write and read” (Brandt). This connects with Gloria Anzaldúa’s life because she grew up as a Chicano. She struggled with self-identity most of her life because all her life she was meant to believe the Chicanos were nothing, no one. Anzaldúa struggled with self-identity most her life because she was under the impression that Chicano Spanish was considered by the purist and by the most Latinos deficient, a mutilation of Spanish. (Anzaldúa 202) In order to cope with their identity crisis they created their own language, “ A language which they can connect their identity to, one capable of communication the realities and values true to themselves—a language with terms that neither español ni inglés, but both” (Anzaldúa...
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...at home and abroad. PROGRAM OBJECTIVES: ❑ To reinforce the skills of listening, speaking, reading and writing; ❑ To develop the skills of students in the use of idiomatic English and the capability of expressing ideas and thoughts in English; ❑ To develop and reinforce communicative interaction; ❑ To introduce the understanding of western philosophy and ideas and their influence on literature; ❑ To introduce classical literature, the Greek myths, the Bible and other writings which have influenced English literary works; ❑ To introduce and refine the understanding of American literature with emphasis on some selected literary works; ❑ To increase the appreciation of Bangla literature and culture among students and to develop their ability to relate experiences from English and American literature to Bangla literary works; ❑ To deepen students’ awareness of the universal concerns that are the basis of literary works; ❑ To stimulate a greater appreciation of language as an aesthetic medium and of the artistic principles that shape literary works; ❑ To appreciate literature as an expression of human values within an historical and social context. ❑ To understand the fundamentals of information communication technology and be able to use it for greater understanding of English language and literature. CURRICULUM STRUCTURE: Total requirements of credits...
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...This is an essay, hello Search Browse RandomLists.com! Pictionary Nouns Adjectives Verbs Adverbs Charades Vocabulary Words Languages Compound Words Prepositions Boggle » More » Random words: 1. horses 2. stiff 3. brake 4. happy 5. youthful 6. calendar 7. condition 8. thoughtful 9. fence 10. play 11. receipt 12. momentous 13. pretend 14. government 15. yak 16. warm 17. action 18. influence 19. word 20. interest 21. bear 22. welcome 23. husky 24. pail 25. snail 26. railway 27. wet 28. old-fashioned 29. nosy 30. yard 31. mixed 32. teeny 33. judicious 34. discussion 35. gigantic 36. steady 37. wide-eyed 38. tasteful 39. milky 40. astonishing 41. root 42. desire 43. sand 44. lick 45. scorch 46. sleepy 47. transport 48. productive 49. waste 50. park 51. cemetery 52. tub 53. squeak 54. lucky 55. observe 56. behave 57. jaded 58. general 59. rail 60. rabbits 61. hallowed 62. show 63. weigh 64. slippery 65. cream 66. warm 67. jealous 68. label 69. continue 70. stingy 71. strip 72. month 73. cracker 74. famous 75. clumsy 76. damage 77. imported 78. attractive 79. jeans 80. scrape 81. frightening 82. brake 83. ripe 84. massive 85. river 86. valuable 87. flesh 88. arithmetic 89. note 90. sisters 91. marble 92. invincible 93. hair 94. stop 95. drunk 96. gun 97. imagine 98. cough 99. twist 100. pear 101. muscle 102. thundering 103. earthy 104. run 105. cap 106. ragged 107. discover ...
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...Yuliana Liveris Dr. Ana Close English 102 F 04/29/2014 Enlarging Two Languages for the Education in Chicago’s School Having bilingual education in nursery school across Illinois is a valuable practice for children because it is important to acquire two languages with eloquence. Bilingualism is often related to immigration, and this element has developed particular views of approaches to bilingual education in the Chicagoland area. The most important is the distension of the young non-Native English speakers in the early learning. When the children are 3-5 years old going to preschool, Chicago public school places them into bilingual classes because they are identified as dual language learning. By using different theories from the sociological perspective, the set of interrelation of social and pedagogical purposes can be understand from the bilingual classes of preschool in Chicago. First, functionalist perspective emphasizes the interconnection between the different parts that are involved in bilingual education, and how they work together to produce a negative or positive influence. Second, the home culture as the standard focuses its viewpoint by criticizing the value of foreign culture by using the home culture inside the bilingual language and its benefits. Finally, conflict perspective focuses how society presents itself by using power and conflict over the resources and rules of the bilingual classes. Therefore, the sociology perspective can explain the increased...
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...THE ORIGINS AND DEVELOPMENT OF THE ENGLISH LANGUAGE This page intentionally left blank THE ORIGINS AND DEVELOPMENT OF THE ENGLISH LANGUAGE SIXTH EDITION ± ± John Algeo ± ± ± ± ± Based on the original work of ± ± ± ± ± Thomas Pyles Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States The Origins and Development of the English Language: Sixth Edition John Algeo Publisher: Michael Rosenberg Development Editor: Joan Flaherty Assistant Editor: Megan Garvey Editorial Assistant: Rebekah Matthews Senior Media Editor: Cara Douglass-Graff Marketing Manager: Christina Shea Marketing Communications Manager: Beth Rodio Content Project Manager: Corinna Dibble Senior Art Director: Cate Rickard Barr Production Technology Analyst: Jamie MacLachlan Senior Print Buyer: Betsy Donaghey Rights Acquisitions Manager Text: Tim Sisler Production Service: Pre-Press PMG Rights Acquisitions Manager Image: Mandy Groszko Cover Designer: Susan Shapiro Cover Image: Kobal Collection Art Archive collection Dagli Orti Prayer with illuminated border, from c. 1480 Flemish manuscript Book of Hours of Philippe de Conrault, The Art Archive/ Bodleian Library Oxford © 2010, 2005 Wadsworth, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including...
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...reyes@uv.es Abstract: In The God of Small Things, Arundhati Roy separates English from Englishspeakers. She reappropriates the language not only to portray complex characters and narrative themes, but also to create a postcolonial discourse that criticizes, questions and subverts the old dominance of the imperial colonizer. Mainly addressed to a western audience, the use of Inglish in this novel is a crucial factor to reveal the development of a hybrid conscience, reassert the Indian identity and make the reader feel displaced from their native tongue Keywords: English language, postcolonial, hybridity, Indian identity, discourse Título en español: El Inglish de Roy en The God of Small Things: Una lengua para la subversión, la reconciliación y la rea¿rmación. Resumen: En The God of Small Things, Arundhati Roy distancia al hablante-nativo de inglés de su propia lengua. El inglés que utiliza no solo presenta personajes y temas complejos, sino que crea un discurso poscolonial que critica, cuestiona y socava el antiguo dominio del colonizador. Dirigida principalmente a un lector occidental, el Inglish de Roy en esta novela es determinante para representar el desarrollo de una conciencia hibrida, rea¿rmar la identidad india y lograr que los hablantes nativos de inglés se sientan extraños con su propia lengua. Palabras clave: Inglés, poscolonial, mestizaje, identidad india, discurso “We cannot write like the English. We should not. We cannot write only as Indians. We have grown to look...
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...disagree with this myth. I believe that every language is precious to the people who speak the language. Harlow says: ‘Most languages are the first language of some community and serve the everyday functions of that community perfectly well.’ Communication is the most important aspect of a language. If a language serves this purpose it is good enough. 2. Myth 5: "English Spelling Is Kattastroffik" by Edward Carney Edward Carney believes that people shouldn't blame the English spelling system just because there are more speech- sounds than letters in English spelling. It is important to separate sounds and letters in English spelling. After studying Phonetics, spelling and pronunciation became easier for me. I learnt that one speech-sound can have different spelling and that one spelling may stand for different speech-sounds. Sounds very complicated at first, but after a while I started to understand why. This made spelling a lot easier for me. I agree with the fact that English spelling is complex at first sight, but I disagree that it is kattastroffik. English spelling has to cater for a wide range of English accents to prevent people to spell the words as they speak it. That would be truly kattastroffik! 3. Myth 6: "Women Talk Too Much" by Janet Holmes I was pleasantly surprised to read that...
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...B.A. (HONOURS) ENGLISH (Three Year Full Time Programme) COURSE CONTENTS (Effective from the Academic Year 2011-2012 onwards) DEPARTMENT OF ENGLISH UNIVERSITY OF DELHI DELHI - 110007 0 Course: B.A. (Hons.) English Semester I Paper 1: English Literature 4(i) Paper 2: Twentieth Century Indian Writing(i) Paper 3: Concurrent – Qualifying Language Paper 4: English Literature 4(ii) Semester II Paper 5: Twentieth Century Indian Writing(ii) Paper 6: English Literature 1(i) Paper 7: Concurrent – Credit Language Paper 8: English Literature 1(ii) Semester III Paper 9: English Literature 2(i) Paper 10: Option A: Nineteenth Century European Realism(i) Option B: Classical Literature (i) Option C: Forms of Popular Fiction (i) Paper 11: Concurrent – Interdisciplinary Semester IV Semester V Paper 12: English Literature 2(ii) Paper 13: English Literature 3(i) Paper 14: Option A: Nineteenth Century European Realism(ii) Option B: Classical Literature (ii) Option C: Forms of Popular Fiction (ii) Paper 15: Concurrent – Discipline Centered I Paper 16: English Literature 3(ii) Paper 17: English Literature 5(i) Paper 18: Contemporary Literature(i) Paper 19: Option A: Anglo-American Writing from 1930(i) Option B: Literary Theory (i) Option C: Women’s Writing of the Nineteenth and Twentieth Centuries (i) Option D: Modern European Drama (i) Paper 20: English Literature 5(ii) Semester VI Paper 21: Contemporary Literature(ii) Paper 22: Option A: Anglo-American Writing from 1930(ii) Option B:...
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...И. В. АРНОЛЬД Лексикология современного английского языка Издание третье, переработанное и дополненное Допущено Министерством высшего и среднего специального образования СССР в качестве учебника для студентов институтов и факультетов иностранных языков Сканирование, распознавание, проверка: Аркадий Куракин (ark # mksat. net), сен-2004. Орфография унифицирована к британской. Пропущены страницы: 50-53, 134-139, 152-161, 164-171, 201-202, 240-243 Москва «Высшая школа» 1986 Мультиязыковой проект Ильи Франка www.franklang.ru ББК 81.2 Англ-923 А 84 Рецензент: кафедра английской филологии Оренбургского государственного педагогического института им. В. П. Чкалова (зав. кафедрой д-р филол. наук Н. А. Шехтман) Арнольд И. В. А 84 Лексикология современного английского языка: Учеб. для ин-тов и фак. иностр. яз. — 3-е изд., перераб. и доп. — М.: Высш. шк., 1986. — 295 с., ил. — На англ. яз. Учебник посвящен слову как основной единице языка, его семантической и морфологической структуре, особенностям английского словообразования и фразеологии. Английская лексика рассматривается как непрерывно развивающаяся система. В 3-м издании (2-е—1973 г.) обновлен теоретический и иллюстративный материал, расширены главы, посвященные теории слова и семасиологии. А 4602010000—443 001(01)—86 215-86 ББК 81.2 Англ-923 4И (Англ) © Издательство «Высшая школа», 1973 © Издательство «Высшая школа», 1986, с изменениями Мультиязыковой проект Ильи Франка www.franklang.ru CONTENTS ...
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...http://e-flt.nus.edu.sg/ Electronic Journal of Foreign Language Teaching 2012, Vol. 9, No. 2, pp. 194–214 © Centre for Language Studies National University of Singapore Effects of Using Facebook as a Medium for Discussions of English Grammar and Writing of Low-Intermediate EFL Students Thanawan Suthiwartnarueput (noiloveshome@gmail.com) Chulalongkorn University, Thailand Punchalee Wasanasomsithi (punchalee.w@chula.ac.th) Chulalongkorn University, Thailand Abstract The present study explored the effects of using Facebook as a medium for grammar and writing discussions of low-intermediate EFL students. The data were collected from the students’ utterances asking for explana-tions about English grammar and writing that were posted on Facebook, their gain scores in the pre-test and post-test, and interview responses. The findings showed a statistically significant difference between the mean scores of the pre-test and the post-test (t = 6.65, p = 0.00). Most common topics of discussion involved sentence structures, followed by word meanings, parts of speech and then relative clauses. It was found that English grammar was worth promoting for discussions on Facebook because there were correlations between the gain scores in the grammar and writing parts at the significant levels (r = 0.399 in the pre-test and r = 0.859 in the post-test). The students also had positive attitudes toward using Facebook as a means of learning grammar and writing. As an alternative learning tool...
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...MARITIME LIENS IN THE CONFLICT OF LAWS (final version published in J.A.R. Nafziger & Symeon C. Symeonides, eds., Law and Justice in a Multistate World: Essays in Honor of Arthur T. von Mehren, Transnational Publishers Inc., Ardsley, N. Y. 2002 at pp. 439-457) Prof. William Tetley, Q.C.* INDEX I. II. Preface - Homage to Arthur T. von Mehren Introduction - Maritime Liens 1) 2) III. Civilian origins of maritime liens Characteristics of maritime liens Maritime Liens as Sources of Conflicts of Law 1) 2) 3) The differing scope of "maritime liens" Other maritime claims Different ranking of maritime liens and claims IV. V. VI. VII. The United Kingdom - The Lex Fori The United States - The Proper Law Canada Some Other Jurisdictions 1) 2) 3) 4) 5) China Israel Greece Sweden The Netherlands VIII. The Rome Convention 1980 IX. * Conclusion Professor of Law, McGill University; Distinguished Visiting Professor of Maritime and Commercial Law, Tulane University; counsel to Langlois Gaudreau O'Connor of Montreal. The author acknowledges with thanks the assistance of Robert C. Wilkins, B.A., B.C.L., in the preparation and correction of the text. -2- MARITIME LIENS IN THE CONFLICT OF LAWS Prof. William Tetley, Q.C.* I. Preface - Homage to Arthur T. von Mehren I am honoured to contribute to Prof. Arthur von Mehren's festschrift. On occasion, I have leaned upon and even borrowed (with great benefit and I hope with complete citation), his writings and, for example, have...
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...Introduction to Literature‐I (History of English Literature‐I) Discipline English Cr. Hrs 3 Semester I Aims: One of the objectives of this course is to inform the readers about the influence of historical and socio-cultural events upon the production of literature. Although the scope of the course is quite expansive, the readers shall focus on early 14th to 19th century Romantic Movement. Histories of literature written by some British literary historians will be consulted to form some socio-cultural and political cross connections. In its broader spectrum, the course covers a reference to the multiple factors from economic theories to religious, philosophical and metaphysical debates that overlap in these literary works of diverse nature and time periods under multiple contexts. The reading of literature in this way i.e. within the sociocultural context will help the readers become aware of the fact that literary works are basically a referential product of the practice that goes back to continuous interdisciplinary interaction. Contents: • Medieval Period • Renaissance and Reformation • Elizabethan Period • Milton, the Metaphysical, and the Cavalier Poets • The Age of Reason and Neo-Classicism • Restoration Drama • Augustan Satire • The Rise of the Novel • Romanticism Recommended Readings: 1. Long, William J.: English Literature: Its History and Significance for the life of English speaking world, enlarged edition, 2006. 2. Evans, Ifor. A Short History of English Literature. London:...
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...The Future of English? A guide to forecasting the popularity of the English language in the 21st century David Graddol First published 1997 © The British Council 1997, 2000 All Rights Reserved This digital edition created by The English Company (UK) Ltd David Graddol hereby asserts and gives notice of his right under section 77 of the UK Copyright, Designs and Patents Act 1988 to be identified as the author of this work. What is this book about? This book is about the English language in of the English language and concludes that forecasting, identifies the patterns which the 21st century: about who will speak it and for what purposes. It is a practical the future is more complex and less predictable than has usually been assumed. underlie typical linguistic change and describes the way large corporations have briefing document, written for educationists, politicians, managers – indeed any decision maker or planning team with a professional interest in the development of English worldwide. The book has been commissioned by the British Council to complement the many texts already available about the teaching and learning of English, the history and used ‘scenario planning’ as a strategy for coping with unpredictable futures. Section three outlines significant global trends which will shape the social and economic world in the 21st century. Section four discusses the impacts these trends are The Future of English? takes stock...
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