Mind Your Language at Home No. 20 Articles About Language
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Linguistics 101 African American English AAE - Basics
Linguistics 101 African American English AAE - Basics • AAE = AAVE (African American Vernacular English) • AAE is a dialect continuum • ranges from Standard American English spoken with a AAE accent to the Gullah creole like that spoken off the coast of Georgia. • AAE is neither spoken by all African Americans, nor is it spoken by only African Americans. • Most speakers of AAE are bidialectal. AAE - Basics • Why focus on AAE? 1. Case study for the relation between a society and language. 2. Many misconceptions exist, more so than with other dialects. AAE - Misconceptions • Common misconceptions: • AAE is just slang • AAE is bad English • AAE is illogical • ... • There is no scientific basis for the above misconception. • Like Standard American English (SAE), AAE has: • a grammar • a lexicon • social rules of use AAE - Misconceptions • Reasons for misconceptions • confusing ‘prestige’ with ‘correctness’ • lack of linguistic background, understanding of languages and dialects • perception of group using language variety • perception of various races, ethnicities, religions • perception of people from various regions • perception of people of various socioeconomic statuses • etc. Characteristics of AAE AAE - Characteristics • AAE differs systematically from Mainstream American English (MAE). • Characteristics of AAE which differ from MAE regularly occur in other dialects/languages. • Not all varieties of AAE exhibit all of the aspects discussed below. • Only characteristics of AAE which differ from MAE are presented below. AAE - Phonology • R-Deletion • /ɹ/ is deleted unless before a vowel • e.g. ‘sore’ = ‘saw’; ‘poor’ = ‘Poe’ • also common in New York, Boston, England • L-Deletion • e.g. ‘toll’ = ‘toe’, ‘all’ = ‘awe’ • also happens in Delaware! • ‘folder’ => ‘foder’ AAE - Phonology • Consonant cluster reduction • e.g. -
Simplified Technical English Language
When one size does not fit all, we customise training to meet your needs. Simplified Technical English On-site STE Training Post-training Support Frequently Asked Online STE Training Getting Started Questions All Rights Reserved. Copyright © Shufrans TechDocs Training On - site On-site ASD-STE100 training workshop This training workshop offers the most tailored type of training designed to meet your exact needs. Our trainers will deliver STE training at your preferred on-site location. With Shufrans’ Training customised training workshop, there will be plenty of opportunities to ask questions, seek Online clarification and receive personalised STE coaching. 1. Training overview • 2 to 3 days of highly personalised and extensive classroom training, followed by Post workshop-style interaction Support - • Recommended class size: 5 – 15 participants training • This course is designed to meet your company’s specific requirements. Our STE trainer will also address some of the commonly encountered questions when technical authors begin writing in STE: How to implement STE while complying with your industry’s regulations? o Started Getting o Using STE to meet your project deliverables and long-term business goals o How to optimise technical documentation workflow to fully benefit from STE? o Which STE checker software suits you best? • Practical discussions and activities based on your own content and documentation FAQ All Rights Reserved. Copyright © Shufrans TechDocs Training On - site o Rewriting workshop sessions let participants convert existing text to Simplified Technical English. o Participants can compare, analyse, and discuss suitable technical writing solutions to reinforce learning. Training Online o All sessions are moderated by an expert STE trainer. -
The Song of Kriol: a Grammar of the Kriol Language of Belize
The Song of Kriol: A Grammar of the Kriol Language of Belize Ken Decker THE SONG OF KRIOL: A GRAMMAR OF THE KRIOL LANGUAGE OF BELIZE Ken Decker SIL International DIS DA FI WI LANGWIJ Belize Kriol Project This is a publication of the Belize Kriol Project, the language and literacy arm of the National Kriol Council No part of this publication may be altered, and no part may be reproduced in any form without the express permission of the author or of the Belize Kriol Project, with the exception of brief excerpts in articles or reviews or for educational purposes. Please send any comments to: Ken Decker SIL International 7500 West Camp Wisdom Rd. Dallas, TX 75236 e-mail: [email protected] or Belize Kriol Project P.O. Box 2120 Belize City, Belize c/o e-mail: [email protected] or [email protected] Copies of this and other publications of the Belize Kriol Project may be obtained through the publisher or the Bible Society Bookstore 33 Central American Blvd. Belize City, Belize e-mail: [email protected] © Belize Kriol Project 2005 ISBN # 978-976-95215-2-0 First Published 2005 2nd Edition 2009 Electronic Edition 2013 CONTENTS 1. LANGUAGE IN BELIZE ......................................................................................................................... 1 1.1 AN INTRODUCTION TO LANGUAGE ........................................................................................................ 1 1.2 DEFINING BELIZE KRIOL AND BELIZE CREOLE ...................................................................................... 2 1.3 -
TEACHING PHONICS to ELEMENTARY SCHOOL STUDENTS in CHINA Approved: Date: __May 9Th 2019___Paper Advisor
TEACHING PHONICS TO ELEMENTARY SCHOOL STUDENTS IN CHINA Approved: Date: __May 9th 2019____________ Paper Advisor TEACHING PHONICS TO ELEMENTARY SCHOOL STUDENTS IN CHINA A Seminar Paper Presented to The Graduate Faculty University of Wisconsin-Platteville In Partial Fulfillment Of the Requirement for the Degree Master of Science in Education English Education By Feijun Wang 2019 ACKNOWLEDGMENTS First and foremost, I would like to show my deepest gratitude to my supervisor, Dr. Wonim Son, a respectable, responsible and resourceful scholar, who has provided me with valuable guidance in every stage of the writing of this paper. Without her enlightening and insightful instruction, impressive kindness and patience, I could not have completed my paper. Her keen and vigorous academic observation enlightens me not only in this paper but also in my future study. I would also like to thank all my teachers who have helped me to develop the fundamental and essential academic competence. Last but not least, I want to sincerely thank all my friends, especially my two lovely classmates, for their encouragement and support. iii Abstract TEACHING PHONICS TO ELEMENTARY SCHOOL STUDENTS IN CHINA Feijun Wang Under the Supervision of Dr. Wonim Son. School of Education Although phonics is a hot topic in the elementary English education circles of China, it is the traditional spelling method that is used in most elementary English classes. This paper, by comparing phonics method with International phonetic alphabets method as well as traditional method, aims to prove that the former is more advantageous to English teaching in elementary schools. By conducting literature review on phonetic alphabet teaching method and traditional teaching method in China, as well as review on phonics method in western countries, this paper proves the feasibility and effectiveness of phonics method in English class of Chinese elementary school. -
An Analysis of Phonics Teaching in Mainland China
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 8, No. 2, pp. 286-290, March 2017 DOI: http://dx.doi.org/10.17507/jltr.0802.09 An Analysis of Phonics Teaching in Mainland China Min Cao School of Foreign Language Studies, Henan Polytechnic University, Jiaozuo, Henan, China; School of Languages, University of Portsmouth, UK Abstract—This article tries to analyze the present status of phonics teaching in Mainland China by using documentary research method through sorting out all the essays about phonics teaching in CNKI (China National Knowledge Infrastructure) according to their research contents and research methods. The data collected shows that Phonics, Pinyin and IPA are mainly discussed topics, especially different roles of them in English teaching. Unfortunately, misconceptions about phonics do appear in some of those essays collected, while localization of phonics is emerging. This paper seems to shed light on a general overview of English phonics teaching in Mainland China for English teachers and researchers and cope up with the difficult points and conflicts to provide improvement for phonics teaching. Index Terms—phonics teaching, international phonetic alphabet, Chinese Pinyin I. INTRODUCTION It is widely believed that English is a global language in a world of modern communications. As Chinese people are hungry for learning English, the Ministry of Education (2001) claimed English as a required course at grade three in primary school ever since the autumn of 2001, and suggested some well-equipped primary schools could start English class as early as grade one. Because of the national movement of English learning, the number of Chinese people who are learning English have reached more than 300 million, according to the Ministry of Education (2006). -
C a L L a L O O
C A L L A L O O WHAT WE MEAN WHEN WE SAY ‘CREOLE’ An Interview with Salikoko S. Mufwene by Michael Collins Salikoko S. Mufwene is an internationally renowned theorist of language evolution, language contact, and sociolinguistics, among other subjects. He sat for the following interview on April 7 and April 8, 2003, during a visit he paid to Texas A & M University in College Station to lecture on controversies surrounding Ebonics. Mufwene’s ability to dazzle audiences was just as evident in Texas as it had been in the city-state of Singapore, where I first heard him lecture. His ability was indeed already apparent early in his life in Congo: Robert Chaudenson of the Université d’Aix-en-Provence reports that in 1973 “Mufwene received a License en Philosophie et Lettres (with a major in English Philology) from the National University of Zaire at Lubumbashi (with Highest Honors). The same year he also obtained his Agrégation d’enseignement moyen du degré supérieur (with Honors). Let me comment a bit on the significance of these diplomas, especially for readers who are not familiar with (post)colonial Africa. That the young Salikoko, born in Mbaya-Lareme, would find himself twenty years later in Lubumbashi at the University, with not one but two diplomas, should in itself count as an obvious sign of intellectual excellence for anyone who is in any way familiar with the Congo of that era. Salikoko must have seriously distinguished himself among his peers: at that time, overly limited opportunities and a brutally elitist educational system did entail fierce competition.” For the rest of Chaudenson’s remarks, and for further information on Mufwene, see http://humanities.uchicago.edu/faculty/mufwene/index.html. -
Language Variation and Ethnicity in a Multicultural East London Secondary School
Language Variation and Ethnicity in a Multicultural East London Secondary School Shivonne Marie Gates Queen Mary, University of London April 2019 Abstract Multicultural London English (MLE) has been described as a new multiethnolect borne out of indirect language contact among ethnically-diverse adolescent friendship groups (Cheshire et al. 2011). Evidence of ethnic stratification was also found: for example, “non-Anglo” boys were more likely to use innovative MLE diphthong variants than other (male and female) participants. However, the data analysed by Cheshire and colleagues has limited ethnographic information and as such the role that ethnicity plays in language change and variation in London remains unclear. This is not dissimilar to other work on multiethnolects, which presents an orientation to a multiethnic identity as more salient than different ethnic identities (e.g. Freywald et al. 2011). This thesis therefore examines language variation in a different MLE-speaking adolescent community to shed light on the dynamics of ethnicity in a multicultural context. Data were gathered through a 12-month ethnography of a Year Ten (14-15 years old) cohort at Riverton, a multi-ethnic secondary school in Newham, East London, and include field notes and interviews with 27 students (19 girls, 8 boys). A full multivariate analysis of the face and price vowels alongside a quantitative description of individual linguistic repertoires sheds light on MLE’s status as the new London vernacular. Building on the findings of Cheshire et al. (2011), the present study suggests that language variation by ethnicity can have social meaning in multi-ethnic communities. There are apparent ethnolinguistic repertoires: ethnic minority boys use more advanced vowel realisations alongside high rates of DH-stopping, and the more innovative was/were levelling system. -
Kindergarten Students Acquire Basic English Literacy Through Letterland: a Case Study
Kindergarten Students Acquire Basic English Literacy Through Letterland: A Case Study Joice Ellen Limbong Coordinator of Kindergarten Teachers Mentari Intercultural School – Grand Surya, West Jakarta ABSTRACT This study aims to help kindergarten students to acquire basic literacy in English through the use of Letterland which is believed to be a fun and exciting program which can produce a natural outcome. This study utilizes qualitative and quantitative approach. The research design of this study is case study in order to make intensive analysis on how kindergarten students acquire Basic English literacy through Letterland. The study presents a description on how effective and helpful Letterland is in helping kindergarten students acquire basic literacy. This study can be used to provide local teachers or educators with the ideas in implementing the phonics approach in teaching Basic English literacy. There are number of factors that enable students to acquire the Basic English literacy; however, this study focuses on the application of Letterland. Findings showed that Letterland is useful to help kindergarten students in school K in acquiring Basic English literacy. Students recognized the initial, medial and final sounds. The teachers implemented Letterland with a proper class settings, sufficient teaching aids, and proper teaching- learning process. Keyword – Letterland, Basic English Literacy, Kindergarten INTRODUCTION Literacy has a broad concept; to many people, it is simply the ability to read and write a text. Therefore, students are usually expected by their teachers to comprehend reading texts. Students are expected to be smart readers who are able to effectively comprehend the text. (Katemba C. & Samuel 2017). This is a key issue (Poulson et.al. -
TOPICALIZATION in JAMAICAN and MARTINICAN Nicole Arsenec
TOPICALIZATION IN JAMAICAN AND MARTINICAN Nicole Arsenec To cite this version: Nicole Arsenec. TOPICALIZATION IN JAMAICAN AND MARTINICAN. 2020. hal-02910348 HAL Id: hal-02910348 https://hal.archives-ouvertes.fr/hal-02910348 Preprint submitted on 1 Aug 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. TOPICALIZATION IN JAMAICAN AND MARTINICAN Nicole ARSENEC “One of the most typical transformation rules in Afro-American dialects is the topicalization which allows constituents of kernel sentences to be singled out for focus.” according to Mervyn ALLEYNE (1980 : 103). The topic of this chapter is topicalization in Jamaican Creole (JC) and Martinican Creole (CM) in a contrastive approach and a synchronic perspective. The choice of these two languages, an English Lexical Based Creole (ELBC), and a French Lexical Based Creole (FLBC), was made in order to point out the specificity of this construction in Afro-American languages opposed to English and French in terms of Indo- European languages. The objective of this approach is to establish distinctive features of topicalization in Creole languages from Jamaica and Martinique. 1 Topicalization « Described as a predicate cleft in Atlantic Creoles this (topicalization) typically consists in fronting the Verb Phrase (VP) head while leaving a copy at the extraction site, and using a copula to introduce the verb copy” J. -
CK Ogden Basic English
Theoretical Backup Three for the Lexicon of Finnegans Wake: Volume Fifty-Seven C. K. Ogden The only professional British linguist who succeeded to provide a recording of the voice of James Joyce, and the very first translator of Ludwig Wittgenstein into English. Basic English Edited by C. George Sandulescu Recommended Reading: C. K. Ogden: The Meaning of Meaning C. K. Ogden: Opposition C. K. Ogden: Basic English Bucureşti 2013 This “theoretical insert”, Volume 55, Volume 56, and Volume 57, is dedicated to Professor CARLA MARENGO— a most remarkable teacher of English Literature, and thorough researcher of Joyce. Monte Carlo, Noël 2013 George Sandulescu The Turin Shroud Press Release Noël 2013 Theoretical Backup for the Lexicon of Finnegans Wake Edited by C. George Sandulescu Charles Ogden (1889-1957) was Charles Ogden (1889-1957) este a linguist and a language philosopher: cunoscut ca lingvist şi filosof al to him the word was as real as any other limbajului: cuvântul, pentru el, era o object in his hands. He demonstrated realitate concretă. Acest lucru l-a this by recording the very voice of demonstrat atunci când a înregistrat pe James Joyce himself. The reading was disc vocea lui James Joyce însuşi. made in August 1929 at King’s College, Înregistrarea a fost făcută în august London. By mentioning the year of that 1929 la King’s College, Londra. Tot în recording, we inevitably notice that the primul sfert al secolului XX s-au mai first quarter of the twentieth century petrecut o sumă de evenimente grouped together quite a number of importante. 1. -
The Place of Ata in Belizean Kriol
Encoding Contrast, Inviting Disapproval: The Place of Ata in Belizean Kriol WILLIAM SALMON University of Minnesota, Duluth1 1 Introduction This paper investigates the semantics and pragmatics of the discourse marker ata in Belizean Kriol, as seen in (1). I show that ata is an adversative discourse marker similar to the Spanish discourse marker si, as described in Schwenter (1999, 2002), and that the two share much in terms of syntax, semantics, and pragmatics. This is interesting, as there seems to be no English counterpart to the Kriol ata or Spanish si. (1) A: Wai yu nak yu sista?2 B: Ata da shee nak me fos! [KID] A: Why did you hit your sister? B: (But) it was she who hit me first!3 In terms of ata, I argue that it is used to convey an emphatic contrast with the immediately preceding discourse and that this contrast is a conventional implicature of the type described in Grice (1975). In addition, it is frequently used in conveying negative attitudes toward the preceding discourse. I argue that this is not a conventional aspect of ata’s meaning but that it is instead calculated in context via Gricean pragmatic reasoning as a conversational implicature. Finally, I suggest a diachronic origin for ata in the Kriol focus marker da. This present account of ata, then, covers significantly different ground than the account given in Salmon (to appear). In the next section, which follows from Salmon (to appear), I provide a brief background on the Kriol language as well as a discussion of where and how the data used in this paper were collected. -
Download Date / Datum Preuzimanja: 2020-09-28
Fiat Lingua Title: Trigedasleng: A Study of the Verb System of a Possible Future Creole English Author: Tvrtko Samardžija MS Date: 09-24-2020 FL Date: 02-01-2021 FL Number: FL-000071-00 Citation: Samardžija, Tvrtko. 2020. "Trigedasleng: A Study of the Verb System of a Possible Future Creole English." FL-000071-00, Fiat Lingua, <http://fiatlingua.org>. Web. 01 February 2021. Copyright: © 2020 Tvrtko Samardžija. This work is licensed under a Creative Commons Attribution- NonCommercial-NoDerivs 3.0 Unported License. http://creativecommons.org/licenses/by-nc-nd/3.0/ Fiat Lingua is produced and maintained by the Language Creation Society (LCS). For more information about the LCS, visit http://www.conlang.org/ Trigedasleng: A Study of the Verb System of a Possible Future Creole English Samardžija, Tvrtko Master's thesis / Diplomski rad 2020 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: University of Zagreb, University of Zagreb, Faculty of Humanities and Social Sciences / Sveučilište u Zagrebu, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:131:618880 Rights / Prava: In copyright Download date / Datum preuzimanja: 2020-09-28 Repository / Repozitorij: ODRAZ - open repository of the University of Zagreb Faculty of Humanities and Social Sciences University of Zagreb Faculty for Humanities and Social Sciences Department of English, Linguistics Section Academic year 2019/2020. Trigedasleng: A Study of the Verb System of a Possible Future Creole English Master's Thesis Author: Tvrtko Samardzija Thesis Advisor: Mateusz-Milan Stanojević, PhD Thesis Defended: 24th September, 2020. Sveučilište u Zagrebu Filozofski fakultet Odsjek Anglistike, katedra za lingvistiku Akademska godina 2019./2020.