...Indian forms of Dialectic India is rich in languages. There are a quite a number of languages spoken in India. Some of these languages are accepted nationally while others are accepted as dialects of that particular region. The Indian languages belong to four language families namely Indo-European, Dravidian, Austroasiatic (Austric) and Sino-Tibetan. Majority of India's population are using Indo-European and Dravidian languages. The former are spoken mainly in northern and central regions and the latter in southern India. Some ethnic groups in Assam and other parts of eastern India speak Austric languages. People in the northern Himalayan region and near the Burmese border speak Sino-Tibetan languages. The written forms of language or scripts come from an ancient Indian script called Brahmi. India has 22 officially recognised languages. But around 33 different languages and 2000 dialects have been identified in India. Hindi, in the Devanagari script is the official language of the Federal government of India. English is an associate official language. Sanskrit, the classical language of India, represents the highest achievement of the Indo-Aryan Languages. The beginning of Sanskrit literature may be traced back to Rig Vedic period. It is the oldest literary language of India, which is more than 5,000 years old and the basis of many modern Indian languages including Hindi and Urdu. Its earliest dialect form, Vedic was spoken by the Aryans. All the classical literature...
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...of the standard national language and others. It is the national language of England proper, the USA, Australia, New Zealand and some provinces of Canada. It is the official language of Wales, Scotland, in Gibraltar and on the island of Malta. Modern linguistics distinguishes territorial variants of a national language and local dialects. Variants of a language are regional varieties of a standard literary language characterized by some minor peculiarities in the sound system, vocabulary and grammar and by their own literary norms. Standard English – the official language of Great Britain taught at schools and universities, used by the press, the radio and the television and spoken by educated people may be defined as that form of English which is current and literary, substantially uniform and recognized as acceptable wherever English is spoken or understood. Its vocabulary is contrasted to dialect words or dialectisms belonging to various local dialects. Local dialects are varieties of the English language peculiar to some districts and having no normalized literary form. Regional varieties possessing a literary form are called variants. Dialects are said to undergo rapid changes under the pressure of Standard English taught at schools and the speech habits cultivated by radio, television and cinema. The differences between the English language as spoken in Britain. The USA, Australia and Canada are immediately noticeable in the field of phonetics. However these distinctions...
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...Abstract “Language was developed out of the need to communicate and interact, and therefore, it is social by nature, and understanding some part of that allows us to more reflectively use the language”. This paper is an applied linguistic article focusing on exploring the relation between socio-linguistics and language teaching. Although there are too much to discuss, the work mainly concerns with a quick look at social theories of language, a definition of sociolinguistics and three aspects of sociolinguistics which is believed to illustrate how sociolinguistics is relevant to the teaching of language. Introduction From the perspectives of theoretical linguists, especially in the traditional approaches in English language teaching, the teaching focuses on language structure including some form of language such as grammar, vocabulary, pronunciation, or spelling to name a few. However, things have changed with the arrival of a new approach known as the Communicative Language Teaching, where the features of sociolinguistics in its relation with language teaching and learning are best illustrated. The Communicative Language Teaching has been built on the assumption that being successful in communicating in a second language involves more than just the grammatical competence. In fact, communicative competence (Canale & Swain, 1980) involves the knowledge of discourse and socio-cultural rules of language. That is to say, in order to be successful in real communication...
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...Kalajdzic Bojan 212200694 kala6467@uni-landau.de The book I am about to review is written by Peter Trudgill and is called „Sociolinguistics - An Introduction to language and society (4th Edition)“. Product Details * Paperback: 240 pages * Publisher: Penguin Books; Fourth Edition edition (August 1, 2001) * Language: English * ISBN-10: 0140289216 About the Author Peter Trudgill is professor of English linguistics at Fribourg, Switzerland. An author of many books and articles on sociolinguistics and dialectology, he has carried out linguistic fieldwork in most countries. Book description This is a classic book on a fascinating subject. Peter Trudgill examines the close link between language and society and the many factors that influence the way we speak. These range from gender, environment, age, race, class, region and politics. Trudgill's book surveys languages and societies from all over the world drawing on examples from Afrikaans to Yiddish. He has added a fascinating chapter on the development of a language as a result of a non-native speaker's use of it. Compelling and authoritative, this new edition of a bestselling book is set to redraw the boundaries of the study of sociolinguistics. Introduction The way we talk is deeply influenced by our class, sex and ethnic background. It can also have a profound effect on how we are perceived by others. In this fully updated edition of a classic text, Peter Trudgill explores the evidence –...
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...broadcast was a radio soap produced in America in the 1930’s. The first soap opera was called ‘Painted Dreams’ which premiered in October 1930. ‘Painted Dreams’ was targeted mainly at a female audience. The word ‘Soap opera’ came from the advertisements of soaps (washing soaps), this appealed to women in particular because they were left at home to do housework, and not long after soaps became more popular more women were listening to Soap operas whilst doing housework. The popularity of soaps has increased since they first broadcast. TV soaps mimic spontaneous speech by using their dialect form the specific region that the soap is aimed at for example: Eastenders is from the East end of England . The actors in Eastenders use a ‘cockney’ dialect; the audience recognise the cockney accent because it is made familiar in films and soap operas including Eastenders. Different soaps use different dialects such as: Coronation Street use a very strong Northern accent Women believed that listening to these soap operas allowed them to escape from their everyday problems by immersing themselves in a more dramatic scene presented in the soap operas. Soap operas emphasised on how other people and cultures lived. Dallas was a famous soap opera in the seventies, the British audience were amazed by the extent of exaggeration that was presented in this soap, and the houses were a particular object that stood out because of their size, at this time Britain was not used to seeing houses of this...
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...|History of Patois (wi dialect) princess black | |[pic] | |(It long but I think it could give us a brief history of de patois) | | | |Creole languages are found all over the world on every continent. When two or more languages come into contact to form a new | |language a Creole language is born. Some type of human "upheaval" that forces people to find a way to communicate, without using | |their own languages, stimulates the creation of a Creole language. In the case of Creole languages in the Caribbean, the | |"upheaval" is the past history of slavery. Most Creole languages are based on one language. In Jamaica the African slaves were | |thrown into a situation where the only common means of communication was English, or at least broken English, therefor Jamaican | |Creole has a majority of its roots in English (Sebba 1, 1996). Essential words which people could not find an English name for, | |such as people, things (like plants and animals) and activities (especially religious ones) were taken from a variety of West | |African languages. ...
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...Italian Christmas. Through out the night can be heard a language that not only can be heard, but seen as well. Talking with their hands, speaking a language of Italian dialects and broken English. It’s the language you can hear the sing/song word endings of the Roman dialect, the slick imagined well dressed dialect of the northern Milanese, the country chopped words of my calabrese, and the hard earthy of the Sicilian. We are all one under this house, so this combinations of dialects works as one language. This is the language that I understand, it the language that my Nonna tells me she loves me. I stand their transfixed, as a young child of ten, trying to remember something to respond with in this language. While nothing comes to mind, I turn to her and say in English, “I love you too, Nonna” and then place a kiss on her cheek. I can smell her perfume and see the way she’s dressed, how they are all dressed: the men in suits, the women in fancy dresses & heels, and the children like porcelain dolls, all ready to take our annual family photo. My hair is curled, my dressed is pressed, and my shoes have been polished. I wait for the sound of Nonna and Nonna instructing us all to come inside to take a picture. It is difficult trying to fix so many people to stand still and smile. The children sit on the floor, “Indian...
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...The Grammar of Animacy Student’s Name Institutional Affiliation The Grammar of Animacy 1. What kind of languages does Kimmerer talk about in this essay? Mainly Kimmerer talks about the native language Potawatomi, which was used by Indians in America long before they were assimilated by the colonial masters to English. She also mentions other forms of languages such as scientific language, which she honors as a second tongue to her. However, she notes that this language that is being spoken by scientists, even though may be precise, it is profound with grammar errors. Third, she mentions about English, which she mainly uses to write the essay, but points that as a language, it is primarily composed of nouns than verbs (70% nouns and 30% verbs). This, she notes, contradicts the native languages such as Potawatomi that are mainly composed of verbs. Finally, she talks about the Spanish language that just like the English one, thrived out of the assimilation process and is what most indigenous communities resorted to apart from their extinct native languages. 2. How many fluent speakers are there of Potawatomi? And what does the great-grandmother say will be lost when the language is lost? For the Potawatomi language class that was organized by Kimmerer and others of the indigenous group, only nine (9) fluent speakers of the language were found to be presently alive, globally. In her words, Kimmerer notes that the language, Potawatomi, millennia in the making was contained...
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...deep sympathy for her mother’s situation. She says, “ And the reader I decided upon was my mother, because these were stories about mothers… I began to write stories using all the Englishes I grew up with; the English I spoke to my mother… (Tan 4)” In this statement, she is apologetic and appreciative of her mother’s form of English, which implies that she has gradually accepted her Mandarin identity. Evidently, Tan’s submissiveness to social pressure fades with time, pessimism builds up afterwards, she develops a lingual maturity as she appreciated both of her identities in her literary works (4). On the other hand, Anzaldua’s tone is confident. She states, “I will no longer be made to feel ashamed of existing.” I will have my voice: Indian, Spanish. I will have my serpent’s voice. By using the term ‘serpent’s voice’, she expresses the commotion her language causes onto other, who want her to change (Anzaldua 58). Therefore, Anzaldua expresses hope in her diverse language and cultural identity. It is easy to note that one major tone predominates her narration. It is quite different from Tan’s work, which takes a different tone to express her transition from one stage of life to another. However, both Anzaldua and Tan experience the same kind of resentment due to their imperfect use of the English language. Due to this pressure, their language and behaviour becomes subjective to the external force to conform to the proper use of American English. Tan, for example, states;...
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...they are absolutely correct. While having access to the politically mandated language form will not, by any means, guarantee economic success (witness the growing numbers of unemployed African Americans holding doctorates), not having access will almost certainly guarantee failure. So what must teachers do? Should they spend their time relentlessly "correcting" their Ebonics-speaking children's language so that it might conform to what we have learned to refer to as Standard English? Despite good intentions, constant correction seldom has the desired effect. Such correction increases cognitive monitoring of speech, thereby making talking difficult. To illustrate, I have frequently taught a relatively simple new "dialect" to classes of pre-service teachers. In this dialect, the phonetic element "iz" is added...
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...markets and conversations between friends. The focus of this article is to discuss how the concept of diglossia might be appropriate to describe the Singapore English-speaking community, and to consider what approaches can be adopted by teachers towards the use of the L-variety in schools. Examples of diglossia that have been widely quoted are: the Arabic community, where each region has its own colloquial variety, but classical Arabic is still taught in schools and is regarded by many as “more beautiful” and therefore more appropriate for written texts; the Swiss-German community, where all children learn Standard German in schools, and most books and newspapers are in Standard German, but the people continue to use the local Swiss-German dialect on an everyday basis; the Tamil community, where the language taught in classrooms and used in literature is sharply different from the colloquial variety. In all these societies, there is high prestige in demonstrating an ability to use the H-variety, but not everyone has sufficient education to achieve this. However, all members of the society use the L-variety at home and when chatting with close friends. In fact, use of the Hvariety instead of the L-variety in an informal situation would be regarded as quite absurd....
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...English 1020-L22 November 3, 2013 Cultural Analysis-“From Silence to Words: Writing as Struggle” “From Silence to Words: Writing as Struggle” is an essay written by Min-Zhan Lu, in which she describes the effects, both positive and negative, she experienced while trying to obtain somewhat of a balance, between the learning techniques and language forced on to her and her sisters by their parents, and the education and language taught and enforced by their country, China. Lu describes the emotional strain, confusion, and the political persecution she experienced, beginning at the young, tender age of four years old, the year after the Communist Revolution of 1949. For many years, the only memories Lu had were of the many hardships she faced during the years of getting her education, which made it difficult to recall the benefits of her education. While writing this essay, Lu was forced to reflect over these particular years of her life and the effects it had on her, both good and bad. She finally realized that as hard as it was to endure these hardships, personal benefits resulted from these difficult times as well. Lu explains her revelation by stating, “My understanding of my education was so dominated by memories of confusion and frustration that I was unable to reflect on what I could have gained from it” (148). One of the benefits Lu gained was growth, in both her reading and writing skills, by persevering through the confusion and frustration during that time. ...
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...HUMA215 – Vernacular Language Jennifer James American Intercontinental University Abstract You will see the spread and research of the vernacular language. You will see the cultural impact that vernacular language had during this period. Vernacular Language The ways of the medieval was impacted by Latin. The rise of the Roman Empire became well known for the Latin until 1200 A.D. when the Empire fell. For several years it was ruling the western world. The spread of the Latin language was due to where the Roman Empire ruled. The empire began to fall around 1200 A.D. and the Latin language began to disappear. The changes and the ethical renewal began with the people farthest way. The vernacular languages of others were used instead of the Latin language. Returning to old English Alfred the Great was an influence. He had written many old English books while in power. A few books that were written in old English but consisted of Latin characteristics were Beowulf and Angelo Saxton Chronicles. During this time there were several vernaculars in English. You vernacular language was determined by what social class you were in; the English language was spoken language in the lower class. The entertainers that traveled used the vernacular language. In some situations in judicial the vernacular language in the France form was used. Romance was a huge percent of the vernacular in France. These came from musicians who told stories when they were passing through and individuals...
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...Materials * PowerPoint * Book * Scieszka, J. (2009). Baloney (Henry P.). Baker & Taylor, CATS. Reasons why certain approaches were chosen/rejected There were several approaches that we had to consider before doing the learning experience. As our topic was about language, we had to carefully consider the different types of languages spoken in the classroom. For example, in our power point when we were talking about how different languages are written – the Chinese and Vietnamese language, we had to do extra research on it in order to explain to the audience the reasons why some languages differ from the English alphabet and why some are so similar. The Chinese and Arabic language is combined with different symbols and is completely different to the English alphabet. In contrast, the Vietnamese language is similar to the English alphabet but some of the letters are repeated with different symbols on top of the letters which suggests the different sounds being made when pronounced. For example, the ‘o’ with the hat at the top is in a lower toned compared to the one with a hook on the side. Though the language has different characteristics, we can relate to it in some way, making it easier for us to learn languages that are similar to our English alphabet. When we got the class into groups to discuss the different languages that they can say ‘hello’ in, we considered whether or not there are people from different ethnic backgrounds who speak different languages...
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...With millions of people, London truly is a beacon for multicultural capital of Europe if not the world. With over 300 languages and dozens of different cultures intermingling every-day, it makes perfect sense why so many massive multinational corporations have headquarters in London. Within the 32 boroughs that make up Greater London, the proud capital of United Kingdom, there are over 300 different languages spoken daily. This makes London a truly cosmopolitan city, probably more so than New York. New York too has diverse demographics of languages spoken but considering the presence of United Nations there, perhaps it makes more sense. But London being so close to mainland Europe, has almost become a destination of choice for bilingual professionals. The business world recognises this and has reacted adequately. A good example of this would be the fact that Air-France consolidated all of the European call centres and moved them to Wembley in North London hence creating over 200 jobs. There are plenty of other similar examples and London now hosts more multilingual contact centres than anywhere else in the world and across the board, in many industry sectors the need for bilingual professionals has seen a steady growth. Probably New York is the only city that comes close to London in terms of Internationalism. Prof. John Wells of UCL says besides the obvious business sense this helps to eliminate the narrow-mindedness of British people in learning languages. He also adds...
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