Copyrighted Material
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Children's Consonant Acquisition in 27 Languages
AJSLP Review Article Children’s Consonant Acquisition in 27 Languages: A Cross-Linguistic Review Sharynne McLeoda and Kathryn Crowea Purpose: Theaimofthisstudywastoprovideacross- most of the world’s consonants were acquired by 5;0 years; linguistic review of acquisition of consonant phonemes to months old. By 5;0, children produced at least 93% of inform speech-language pathologists’ expectations of children’s consonants correctly. Plosives, nasals, and nonpulmonic developmental capacity by (a) identifying characteristics consonants (e.g., clicks) were acquired earlier than trills, of studies of consonant acquisition, (b) describing general flaps, fricatives, and affricates. Most labial, pharyngeal, and principles of consonant acquisition, and (c) providing case posterior lingual consonants were acquired earlier than studies for English, Japanese, Korean, and Spanish. consonants with anterior tongue placement. However, Method: A cross-linguistic review was undertaken of there was an interaction between place and manner where 60 articles describing 64 studies of consonant acquisition by plosives and nasals produced with anterior tongue placement 26,007 children from 31 countries in 27 languages: Afrikaans, were acquired earlier than anterior trills, fricatives, and Arabic, Cantonese, Danish, Dutch, English, French, German, affricates. Greek, Haitian Creole, Hebrew, Hungarian, Icelandic, Italian, Conclusions: Children across the world acquire consonants Jamaican Creole, Japanese, Korean, Malay, Maltese, Mandarin at a young age. Five-year-old children have acquired (Putonghua), Portuguese, Setswana (Tswana), Slovenian, most consonants within their ambient language; however, Spanish, Swahili, Turkish, and Xhosa. individual variability should be considered. Results: Most studies were cross-sectional and examined Supplemental Material: https://doi.org/10.23641/asha. single word production. Combining data from 27 languages, 6972857 hildren’s acquisition of speech involves mastery and the longer bars indicated greater variability (e.g., /t, s/). -
Intonation in Hong Kong English and Guangzhou Cantonese-Accented English: a Phonetic Comparison
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 11, No. 5, pp. 724-738, September 2020 DOI: http://dx.doi.org/10.17507/jltr.1105.07 Intonation in Hong Kong English and Guangzhou Cantonese-accented English: A Phonetic Comparison Yunyun Ran School of Foreign Languages, Shanghai University of Engineering Science, 333 Long Teng Road, Shanghai 201620, China Jeroen van de Weijer School of Foreign Languages, Shenzhen University, 3688 Nan Hai Avenue, Shenzhen 518060, China Marjoleine Sloos Fryske Akademy (KNAW), Doelestrjitte 8, 8911 DX Leeuwarden, The Netherlands Abstract—Hong Kong English is to a certain extent a standardized English variety spoken in a bilingual (English-Cantonese) context. In this article we compare this (native) variety with English as a foreign language spoken by other Cantonese speakers, viz. learners of English in Guangzhou (mainland China). We examine whether the notion of standardization is relevant for intonation in this case and thus whether Hong Kong English is different from Cantonese English in a wider perspective, or whether it is justified to treat Hong Kong English and Cantonese English as the same variety (as far as intonation is concerned). We present a comparison between intonational contours of different sentence types in the two varieties, and show that they are very similar. This shows that, in this respect, a learned foreign-language variety can resemble a native variety to a great extent. Index Terms—Hong Kong English, Cantonese-accented English, intonation I. INTRODUCTION Cantonese English may either refer to Hong Kong English (HKE), or to a broader variety of English spoken in the Cantonese-speaking area, including Guangzhou (Wong et al. -
Biliterate and Trilingual: Actions in Response to the Economic Restructuring of Hong Kong
Published in Bulletin VALS-ASLA (Swiss association of applied linguistics) 82, 167-179, 2005 which should be used for any reference to this work Biliterate and Trilingual: Actions in response to the economic restructuring of Hong Kong Yinbing LEUNG Dept. of Education Studies, Hong Kong Baptist University, 33 Renfrew Road, Kowloon Tong, Hong Kong; [email protected] Depuis le transfert de souveraineté de la Grande-Bretagne à la Chine en 1997, les structures politiques, sociales et économiques de Hong Kong ont subi de rapides changements, entraînant un réalignement linguistique au sein de la société. Le putonghua (la langue nationale de Chine) occupe une place de plus en plus importante, en partie à cause des liens politiques avec la Chine, mais surtout à cause de la dépendance grandissante économique de Hong Kong vis-à-vis d'elle. Le dialecte local, le cantonais, est la langue maternelle d'environ 90% de la population. En vue de ce contexte linguistique, le gouvernement s'est engagé à poursuivre une politique linguistique de "double alphabétisation et de trilinguisme". Dans le dernier rapport sur l'enseignement linguistique (SCOLAR 2003), plusieurs propositions sont faites afin de promouvoir la compétence des étudiants et de la population active en anglais et en putonghua. Le dialecte local fait l'objet de peu d'attention. Dans cet article, je soutiens que ces diverses propositions favorisent l'anglais et le putonghua afin d'assurer la compétitivité de Hong Kong dans l'économie mondiale. Le succès de la promotion du putonghua n'est pas lié aux questions d'identité nationale mais dû à une combinaison d'affinités culturelles et de ration- alité économique. -
AVAILABLE from a Handbook for Teaching Cantonese-Speaking
DOCUMENT RESUME ED 253 117 FL 014 871 TITLE A Handbook for Teaching Cantonese-Speaking Children. INSTITUTION California State Dept. of Education, Sacramento. Bilingual Education Office. SPONS AGENCY Department of Education, Washington, DC. PUB DATE 84 NOTE 84p. AVAILABLE FROMPublications Sales, California State Dcpartment of Education, P.O. Box 271, Sacramento, CA 95802-0271 ($4.50, plus tax for California residents). PUB TYPE Guides - Classroom Use- Guides (For Teachers) (052) EDRS PRICE M701 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Bilingual Education; *Cantonese; Classroom Techniques; Elementary Secondary Education; *English (Second Language); Immigrants; Language Skills; Limited English Speaking; *Native Language Instruction; Political Influences; *Second Language Instruction; *Sociocultural Patterns ABSTRACT This handbook is designed to assist California's public school teachers of limited-English-speaking native Cantonese-speaking students in understanding this minoritygroup. The first two chapters address general background factors concerning this language group: immigration history, educational background, and historical and sociocultural tactors of the group in general and also specifically in Hong Kong, the People's Republic of China, Vietnam, and California. Chapter III outlines linguistic characteristics of the Cantonese language; Chapter IV recommends instructional and curricular strategies for Cantonese language development, teaching students to read in Cantonese, writing Chinese characters, writing skills -
1 English Language and Applied Linguistics Postgraduate Distance Learning Programmes ESSAY & DISSERTATION DECLARATION OF
English Language and Applied Linguistics Postgraduate Distance Learning programmes ESSAY & DISSERTATION DECLARATION OF AUTHORSHIP IMPORTANT: Please complete ALL sections of this template and PASTE it into the email which will house your PDF essay or dissertation submission Student ID number RXS659 Module Number (1-6) M1 Title of Degree MA Applied Linguistics Programme: Title of Module: Sociolinguistics Date Submitted 31st January 2017 Name of tutor Christine Mackie I declare: a) that I have read the handbook and understand the guidance on ‘preparing assignments’ which includes information on ‘producing a reference list’ and ‘plagiarism’; b) I understand that by submitting this work I confirm that it is my own work and written in my own words; c) I confirm that I have kept an electronic copy of this work which I can provide should it be required; d) Complete as appropriate: i. I confirm that this essay does not exceed 4,000 words, and actually consists of approximately ……4000…. [insert number] words; excluding footnotes, references, figures, tables and appendices; ii. I confirm that this Dissertation does not exceed 15,000 words (12,000 if registered for the dissertation module prior to September 2012), and actually consists of approximately ………. [insert number] words; excluding footnotes, references, figures, tables and appendices. Signature: Date: 31st January 2017 1 The following quotations may be seen as representing a range of opinion in a debate about the role of English as an international language: i) ‘English is neutral’ ...since no cultural requirements are tied to the learning of English, you can learn it and use it without having to subscribe to another set of values […] English is the least localized of all the languages in the world today. -
Chinese Englishes: a Sociolinguistic History
SIL Electronic Book Reviews 2011-010 Chinese Englishes: A sociolinguistic history By Kingsley Bolton Cambridge: Cambridge University Press, 2006. Pp. 360. paperback $50.00. ISBN 978-0-521-81163-7 (hardback), 0-521-81163-5 (hardback), 978-0-521-03001-4 (paperback), 0-521-03001-3 (paperback). Reviewed by Eldwin Truong SIL International Introduction The author of the book Chinese Englishes, Kingsley Bolton, was an Associate Professor in the Department of English at the University of Hong Kong. In the book, Bolton wanted to explore the sociolinguistic history of English in Hong Kong and China from first contact up to the present. The author argues that there is a rich forgotten history of English used in China and Hong Kong. He also explains the significant and complex role that English has played in education, commerce, and other areas of life there. Content The book is divided into five chapters. The first chapter is a general background about World Englishes. This chapter lays some foundation for the discussion about the use of English in Hong Kong and China. The author dives into the debates about English varieties around the world, between traditional varieties, such as those spoken in the United Kingdom, Australia, or North America, and newer varieties, such as those found in Africa, the Caribbean, or Asia. Bolton also attempts to link the study of the newer varieties named World or ‘new’ Englishes to other related disciplines such as English studies, corpus linguistics, sociology of language, applied linguistics, and others. Hong Kong English, English in China, and Chinese Englishes in general, are placed in the framework of these World or ‘new’ Englishes. -
Language Choice in Higher Education: Challenges and Opportunities
Language Choice in Higher Education: Challenges and Opportunities Summary of a Workshop Discussion Organised by the British Academy in Partnership with the École française d’Extrême-Orient 14 February 2015 Yangon, Myanmar Contents Executive Summary 3 Introduction 4 English in Myanmar: a Brief Overview 5 English in Burmese Universities 6 The Experiences of Other Countries 7 Malaysia 7 Thailand 8 Other Countries in Asia and Beyond 8 Observations and Issues for Further Consideration 11 About the British Academy 13 About the École française d’Extrême-Orient 13 2 Language Choice in Higher Education: Challenges and Opportunities Executive Summary Is English the best medium of instruction for higher education in Myanmar, and, if so, does the solution to current problems in local universities lie in introducing more intensive English-language teaching at the primary and secondary levels? The British Academy and the École française d’Extrême-Orient brought together a group of distinguished experts from Myanmar, Thailand, Malaysia, Hong Kong, Australia and the UK, to consider these questions and promote the sharing of lessons among countries in the Southeast Asia region and beyond. This report summarises the outcomes of the discussion and puts forward a number of key messages, with a view to informing the ongoing Myanmar Comprehensive Education Sector Review process: • The best language policy choice for universities in Myanmar may not be either English or Burmese, but some combination of the two. • Language support in Burmese or in English should be extended to students who do not have sufficient language skills to cope adequately with the learning process. • Professional development training for lecturers aimed at improving teaching techniques is needed, including strategies for Burmese and English. -
89 Annual Meeting
Meeting Handbook Linguistic Society of America American Dialect Society American Name Society North American Association for the History of the Language Sciences Society for Pidgin and Creole Linguistics Society for the Study of the Indigenous Languages of the Americas The Association for Linguistic Evidence 89th Annual Meeting UIF+/0 7/-+Fi0N i0N XgLP(+I'L 5/hL- 7/-+Fi0N` 96 ;_AA Ti0(i-e` @\A= ANNUAL REVIEWS It’s about time. Your time. It’s time well spent. VISIT US IN BOOTH #1 LEARN ABOUT OUR NEW JOURNAL AND ENTER OUR DRAWING! New from Annual Reviews: Annual Review of Linguistics linguistics.annualreviews.org • Volume 1 • January 2015 Co-Editors: Mark Liberman, University of Pennsylvania and Barbara H. Partee, University of Massachusetts Amherst The Annual Review of Linguistics covers significant developments in the field of linguistics, including phonetics, phonology, morphology, syntax, semantics, pragmatics, and their interfaces. Reviews synthesize advances in linguistic theory, sociolinguistics, psycholinguistics, neurolinguistics, language change, biology and evolution of language, typology, and applications of linguistics in many domains. Complimentary online access to the first volume will be available until January 2016. TABLE OF CONTENTS: • Suppletion: Some Theoretical Implications, • Correlational Studies in Typological and Historical Jonathan David Bobaljik Linguistics, D. Robert Ladd, Seán G. Roberts, Dan Dediu • Ditransitive Constructions, Martin Haspelmath • Advances in Dialectometry, Martijn Wieling, John Nerbonne • Quotation and Advances in Understanding Syntactic • Sign Language Typology: The Contribution of Rural Sign Systems, Alexandra D'Arcy Languages, Connie de Vos, Roland Pfau • Semantics and Pragmatics of Argument Alternations, • Genetics and the Language Sciences, Simon E. Fisher, Beth Levin Sonja C. -
Chinese Teachers' Views on the Increasing Use of Putonghua As A
Australian Journal of Teacher Education Chinese Teachers’ Views on the Increasing Use of Putonghua as a Medium of Instruction in Hong Kong Schools Xuesong (Andy) Gao Pamela Pui-Wan Leung John Trent Hong Kong Institute of Education Hong Kong SAR, China [email protected] Abstract: The use of a particular language as medium of instruction (MOI) is a complex issue in multilingual and post-colonial contexts such as Hong Kong, on which teachers’ voices are often neglected. To capture their voices, this paper reports on an interpretive inquiry of eight experienced Chinese teachers’ professional experiences with a focus on their perceptions concerning the increasing use of Putonghua as MOI in Chinese classes in Hong Kong. Through a collaborative interpretative process, the study revealed a wide spectrum of perceptions including reservations and enthusiasm for the switch to Putonghua as MOI. The findings suggest that the participants’ perceptions could be explained by references to shifting political, demographical conditions, the participants’ experiences of curriculum reforms and their concerns with pedagogical conditions. The paper ends with a discussion for the study’s implications for Chinese language teacher education in Hong Kong and elsewhere. The use of a particular language as medium of instruction (hereafter referred to as ‘MOI’) can be often associated with the ideological imposition of the dominant groups on the society at large to perpetuate a social structure to their advantage (Boyle, 1997; Gupta, 1997). Consequently, the MOI issue is often a highly complex one in multilingual and post-colonial contexts such as Hong Kong. In these contexts, any move to change the MOIs is likely to generate heated debates among different sectors of the society, leading to a chorus of different views and voices (on Hong Kong see Vol 35, 8, December 2010 79 Australian Journal of Teacher Education Chan, 2002; Davison & Lai, 2007; Tse, Shum, Wing & Chan, 2007; Tsui et al. -
Introduction Think English Elementary: Draft Edition
Introduction Think English Elementary: Draft Edition Think English Elementary: Draft Edition Units 1-6is the first half of a 12 unit elementary English course specially designed for adult learners from Myanmar. This draft contains six full units, including practice sections, audio recordings with transcripts, and a language reference section. We have done our best to make this book of a high quality. However, as this is a draft, it has many weaknesses and contains many mistakes. We will be changing and improving the book over the next year. Some changes and improvements to come in the full version include: • Units 7-12 • A placement test • Four progress tests • Four revision sections • Improved pictures and audio recordings We will also continue to check the book for mistakes. Please give us your feedback Your feedback on this draft is valuable and we welcome it. If you have time, please answer the questions below as you use the book, and send them to us along with any other comments, issues or problems. Student’s Book 1. Are the topics interesting and relevant to the lives and interests of you and your students? If not, what do you want more or less of? 2. Do your students understand the activities and respond well to them? 3. Is there enough variation in the activities, so that the students don’t become bored? 4. Is there enough reading material? 5. Are there enough writing activities? 6. Are there enough speaking activities? 7. Is there enough listening material? 8. Is there enough or too much grammar practice? 9. -
The Emergence and Development of Hong Kong English
THE EMERGENCE AND DEVELOPMENT OF HONG KONG ENGLISH QI ZHANG Abstract The aim of this paper is to critically review previous studies on Hong Kong English (HKE) and examine the future research focus on this issue. Three historical stages are outlined to evaluate the emergence of HKE: the early era of English in Hong Kong, the late colonial era of HKE, and the post-1997 era of HKE. Two issues emerge from the evaluation of HKE. One is the negative attitude towards HKE, the other is whether English or Cantonese should be the medium of instruction in schools and universities. Although it can be concluded that HKE has already developed into a unique variety in the world, the future research focus could be on language attitude and the medium of instruction. Keywords: Hong Kong English, Englishes, Cantonese, diglossic, emergence. Introduction Hong Kong attracts a number of sociolinguistic scholars and researchers from the post-war era to the post-colonial period because of its social-historical transition. Even within this territory, there are many debates on the issue of language policy. English, as the only official language in the early years of Hong Kong becoming the British colony, still plays an important role in the domains of politics, economy, and education. On the other hand, English used in Hong Kong tends to have its own characteristics, which are gradually becoming more and more systematic. Under these circumstances, the existence of a Hong Kong English (HKE) seems to be a concept 1 that will be proved and recognized by degrees. However, there is an anxiety in Hong Kong that the standard of English has been likely to decline in the last few decades and this situation might become worse because of the change in language policy after the transfer of sovereignty. -
Towards Universal Education in Myanmar's Ethnic Areas
Strength in Diversity: Towards Universal Education in Myanmar’s Ethnic Areas Kim Jolliffe and Emily Speers Mears October 2016 1 Acknowledgements The authors would like to thank all of the ethnic basic education providers that have worked for many years to serve their communities. In particular, the Karen Education Department, Karen Teacher Working Group, Mon National Education Committee and Department, and the Rural Development Foundation of Shan State and associates, all gave their time, resources, advice and consideration to make this report possible. Additionally, World Education, Myanmar Education Consortium, UNICEF, Child’s Dream, Save the Children, and all at the Education Thematic Working Group have been instrumental in the development of this work, providing information on their programs, making introductions, discussing their own strengths and challenges, providing feedback on initial findings, and helping to paint a deeper picture of what international support to ethnic basic education looks like. In particular, big thank yous to Dr. Win Aung, Aye Aye Tun, Dr. Thein Lwin (formerly worked for the Ministry of Education), Craig Nightingale, Amanda Seel, Catherine Daly, and Andrea Costa for reviewing early drafts of the paper and providing invaluable feedback, which has helped the report grow and develop considerably. About the Authors Having worked in Southeast Asia for over eight years, Kim Jolliffe is an independent researcher, writer, analyst and trainer, specializing in security, aid policy, and ethnic politics in Myanmar/Burma. He is the lead researcher on the Social Services in Contested Areas (SSCA) research project. Emily Speers Mears is a researcher and policy adviser specializing in education and conflict in fragile states.