Uses and Functions of English in Namibia's Multiethnic Settings
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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. -
Origins of NZ English
Origins of NZ English There are three basic theories about the origins of New Zealand English, each with minor variants. Although they are usually presented as alternative theories, they are not necessarily incompatible. The theories are: • New Zealand English is a version of 19th century Cockney (lower-class London) speech; • New Zealand English is a version of Australian English; • New Zealand English developed independently from all other varieties from the mixture of accents and dialects that the Anglophone settlers in New Zealand brought with them. New Zealand as Cockney The idea that New Zealand English is Cockney English derives from the perceptions of English people. People not themselves from London hear some of the same pronunciations in New Zealand that they hear from lower-class Londoners. In particular, some of the vowel sounds are similar. So the vowel sound in a word like pat in both lower-class London English and in New Zealand English makes that word sound like pet to other English people. There is a joke in England that sex is what Londoners get their coal in. That is, the London pronunciation of sacks sounds like sex to other English people. The same joke would work with New Zealanders (and also with South Africans and with Australians, until very recently). Similarly, English people from outside London perceive both the London and the New Zealand versions of the word tie to be like their toy. But while there are undoubted similarities between lower-class London English and New Zealand (and South African and Australian) varieties of English, they are by no means identical. -
THE DEVELOPMENT of ACCENTED ENGLISH SYNTHETIC VOICES By
THE DEVELOPMENT OF ACCENTED ENGLISH SYNTHETIC VOICES by PROMISE TSHEPISO MALATJI DISSERTATION Submitted in fulfilment of the requirements for the degree of MASTER OF SCIENCE in COMPUTER SCIENCE in the FACULTY OF SCIENCE AND AGRICULTURE (School of Mathematical and Computer Sciences) at the UNIVERSITY OF LIMPOPO SUPERVISOR: Mr MJD Manamela CO-SUPERVISOR: Dr TI Modipa 2019 DEDICATION In memory of my grandparents, Cecilia Khumalo and Alfred Mashele, who always believed in me! ii DECLARATION I declare that THE DEVELOPMENT OF ACCENTED ENGLISH SYNTHETIC VOICES is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references and that this work has not been submitted before for any other degree at any other institution. ______________________ ___________ Signature Date iii ACKNOWLEDGEMENTS I want to recognise the following people for their individual contributions to this dissertation: • My brother, Mr B.I. Khumalo and the whole family for the unconditional love, support and understanding. • A distinct thank you to both my supervisors, Mr M.J.D. Manamela and Dr T.I. Modipa, for their guidance, motivation, and support. • The Telkom Centre of Excellence for Speech Technology for providing the resources and support to make this study a success. • My colleagues in Department of Computer Science, Messrs V.R. Baloyi and L.M. Kola, for always motivating me. • A special thank you to Mr T.J. Sefara for taking his time to participate in the study. • The six Computer Science undergraduate students who sacrificed their precious time to participate in data collection. -
Undergraduate English Language Requirements
Undergraduate English Language Proficiency Requirements and International English Language Equivalencies Overview The University of Auckland (UoA) sets standards for English Language proficiency for admission to the University for international applicants. All international applicants are required to provide satisfactory evidence of their proficiency in English. This could take the form of an acceptable English language test, such as IELTS or TOEFL, or previous academic study completed in English. The purpose of this document is to outline what will be accepted as satisfactory evidence for this requirement. Please note that domestic applicants are not included. International applicants entering the University on the basis of NCEA, Cambridge International (formerly known as CIE) or IB taken in New Zealand, must meet the standard literacy requirements for admission; refer to the NCEA, Cambridge International and IB requirements on the University of Auckland website. IELTS and TOEFL are not replacements for these literacy requirements. International applicants entering the University on the basis of Cambridge International or IB taken outside of New Zealand may meet the standard literacy requirement through an alternative approved English test as outlined below. Approved by Education Committee in June 2021 and effective for applications received on or after 1 August 2021, for commencement in Semester 1 2022 and onwards. 1 Pathways for Meeting English Language Proficiency 1 International Applicants from Majority English Speaking Countries -
The Political Economy of Broadcasting and Telecommunications Reform in Namibia: 1990 - 2005
The Political Economy of Broadcasting and Telecommunications Reform in Namibia: 1990 - 2005 William Edward Heuva Submitted in fulfillment of the requirements for the Degree of Doctor of Philosophy, in the Graduate Programme in Culture, Communication and Media Studies, University of KwaZulu-Natal, Durban, South Africa. / declare that this dissertation is my own unaided work. It is being submitted for the degree of Doctor of Philosophy in the Faculty of Humanities, Development and Social Sciences, University of KwaZulu-Natal, Durban, South Africa. It has not been submitted before for any degree or examination in any other University. William Edward Heuva April 2007 i Acknowledgements The research project presented here has been conducted over a long period. It evolved and changed significantly over time. This is due to the nature and dynamics of the object of study. The communications sector which is the focus of this project has experienced rapid changes and transformations in the past 15 years and therefore, it was difficult to set a deadline for the project. Consequently I was compelled to extend the cut off date several times, shifting from the 1990-2000 to the 1990-2002 and finally to the 1990- 2005, in order to facilitate more research and analysis to determine the impact of the latest changes on policy and practice. My preoccupation with these transformations sometimes led to a cul-de-sac and frustrations. Nevertheless, the task is completed but not without encouragement and support from several individuals and institutions that I wish to acknowledge here. Firstly, I am thankful to my supervisor, Professor Ruth Teer-Tomaselli, who more than myself believed in the project. -
Influence of Liverpool Welsh on Lenition in Liverpool English
Influence of Liverpool Welsh on Lenition in Liverpool English Hannah Paton The purpose of this research was to provide evidence for the Welsh language having an influence on the Liverpool accent with a specific focus on the lenition and aspiration of voiceless plosives. Lenition and aspiration of the speech of participants from Liverpool and North Wales were determined using an acoustic software. The data suggested lenition did occur in the speech of the Welsh participants. However, lenition seemed to be trending amongst people in Liverpool as plosives were lenited a stage further than previous research suggests. Conclusions may be drawn to highlight an influence of the Welsh language on lenition in Liverpool. Keywords: lenition, Liverpool, sociophonetics, Wales, Welsh language 1 Introduction The use of aspirated voiceless plosives is a common feature in British accents of English (Ashby & Maidment 2005). However, the aspiration of voiceless plosives in a word-final position is normally not audible and if it is medial, it takes on the characteristics of other syllables in the word (Roach, 2000). Some accents of English exaggerate the aspiration of the voiceless plosives /p, t, k/ although this is not generally found in most Northern English accents of English (Wells 1982). There are only two English accents of English that have been found to do this through previous research. These are London and Liverpool English (Trudgill, Hughes & Watt 2005). Due to the influence of London English on Estuary English, this feature can be heard in the South West of England. Most accents of English that do have this feature have some interference from another language that heavily aspirates voiceless plosives such as Irish, Welsh, Singaporean or African-American English (Wells, 1982). -
Contributions to the Study of African Languages from the Nordic Countries Arvi Hurskainen
Contributions to the study of African languages from the Nordic countries Arvi Hurskainen 1 Introduction This chapter gives an outline of the study of African languages in various Nordic countries. The description is limited to the work of individual researchers as far as it was financed by these countries. Therefore, the work of each researcher is included only as far as the above criterion is fulfilled. Research of African languages has often been carried out as part of study on general linguistics, or other such research area that has made it possible to study also African languages. Only the University of Gothenburg, Sweden, has a professorship dedicated to the study of African languages. In Norway and Denmark, African languages have been studied mostly in departments of general linguistics. In Finland, the professorship at the University of Helsinki is defined as African studies, that is, the wide research field makes it possible to study also such subjects that normally would be studied in other departments - anthropology and history, for example. 2 Early initiatives The motivation for studying African languages emerged initially as part of missionary activities. There was a need to be able to communicate using local languages. Missionaries had to learn the languages, and this was made possible by producing grammars and dictionaries. The pioneers had seldom formal linguistic training. Yet they produced valuable resources for many languages, which up today have remained standard language resources of those languages. The work of missionaries also included the creation of orthographies and production of teaching materials for schools. Finally, their contribution extends to such achievements as the translation of Bible or its parts to local languages. -
History of English and French Languages in Mauritius: a Study in Language and Power
History of English and French languages in Mauritius: A study in language and power Satish Kumar Mahadeo Faculty of Social Studies and Humanities, University of Mauritius, Reduit Mauritius ABSTRACT It is widely believed that a comparison between the British and French empires reveals a fundamental difference in their language policies. The justification for this contention seems to be that the French were more singleminded in the prosecution of their language, more conscious of a ‘civilizing mission’, more intolerant of the use of indigenous languages at any stage in education, and more effective in educating black men (and far fewer women) to speak the metropolitan language beautifully. Although this is a very selective over-simplification of the issues involved, the language situation in Mauritius, which was subjected both to English and French influence, shows how the overall goals of the colonial powers, which had slightly different education policies, tended to be in identical terms. In both empires, education served the interests of the colonizing power, and large areas of social life were unaffected by colonial education and linguistic policies. Even if the French organized education exclusively through the medium of French in Africa, the proportion of the population involved was minute, and only slightly larger in British Africa. The example of Mauritius will illustrate this. Introduction The overall goals of the colonial powers were conceived differently, the French aiming at la France outré-mer and ultimate union with metropolitan France, the British accepting the principle of trusteeship, leading ultimately to self-government and independence. Whether these variants were experienced differently by colonial subjects, or have had different major long-term effects of a structural or ideological kind is doubtful. -
LANGUAGE VARIETY in ENGLAND 1 ♦ Language Variety in England
LANGUAGE VARIETY IN ENGLAND 1 ♦ Language Variety in England One thing that is important to very many English people is where they are from. For many of us, whatever happens to us in later life, and however much we move house or travel, the place where we grew up and spent our childhood and adolescence retains a special significance. Of course, this is not true of all of us. More often than in previous generations, families may move around the country, and there are increasing numbers of people who have had a nomadic childhood and are not really ‘from’ anywhere. But for a majority of English people, pride and interest in the area where they grew up is still a reality. The country is full of football supporters whose main concern is for the club of their childhood, even though they may now live hundreds of miles away. Local newspapers criss-cross the country in their thousands on their way to ‘exiles’ who have left their local areas. And at Christmas time the roads and railways are full of people returning to their native heath for the holiday period. Where we are from is thus an important part of our personal identity, and for many of us an important component of this local identity is the way we speak – our accent and dialect. Nearly all of us have regional features in the way we speak English, and are happy that this should be so, although of course there are upper-class people who have regionless accents, as well as people who for some reason wish to conceal their regional origins. -
Department of English and American Studies English Language And
Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Jana Krejčířová Australian English Bachelor’s Diploma Thesis Supervisor: PhDr. Kateřina Tomková, Ph. D. 2016 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Author’s signature I would like to express my sincere gratitude to my supervisor PhDr. Kateřina Tomková, Ph.D. for her patience and valuable advice. I would also like to thank my partner Martin Burian and my family for their support and understanding. Table of Contents Abbreviations ........................................................................................................... 6 Introduction .............................................................................................................. 7 1. AUSTRALIA AND ITS HISTORY ................................................................. 10 1.1. Australia before the arrival of the British .................................................... 11 1.1.1. Aboriginal people .............................................................................. 11 1.1.2. First explorers .................................................................................... 14 1.2. Arrival of the British .................................................................................... 14 1.2.1. Convicts ............................................................................................. 15 1.3. Australia in the -
In Britain, Standard English Is a Central Issue of Language
Copyright © Michael Stubbs 2008. This article is slightly revised from chapter 5, pp.83-97, of Michael Stubbs (1986) Educational Linguistics. Oxford: Blackwell. WHAT IS STANDARD ENGLISH? Introduction In Britain, Standard English is a central issue of language in education, since Standard English is a variety of language which can be defined only by reference to its role in the education system. It is also an example of a topic which requires careful conceptual analysis, since there is enormous confusion about terms such as 'standard', 'correct', 'proper', 'good', 'grammatical' or 'academic' English, and such terms are at the centre of much debate over English in education. A major role for linguistics is the steady unpicking of unreflecting beliefs and myths about language, especially where such beliefs affect the lives of all children in schools. Topics in language in education must be approached from four directions. 1. We need a technical linguistic description of the forms of Standard English: for example, its syntax. 2. We need a sociolinguistic theory to explain its functions: how and when it is used. 3. We need an applied analysis of planning and policy: for example, how it should be taught. 4. And we require an ideological analysis of Standard English as a major factor in the ways in which people experience power and control in their lives. Standard English has to do with passing exams, getting on in the world, respectability, prestige and success. Anyone who expresses such perceptions is also expressing an awareness of the ways in which Standard English reflects the historical and social forces which created and maintain it. -
Voicing on the Fringe: Towards an Analysis of ‘Quirkyʼ Phonology in Ju and Beyond
Voicing on the fringe: towards an analysis of ‘quirkyʼ phonology in Ju and beyond Lee J. Pratchett Abstract The binary voice contrast is a productive feature of the sound systems of Khoisan languages but is especially pervasive in Ju (Kx’a) and Taa (Tuu) in which it yields phonologically contrastive segments with phonetically complex gestures like click clusters. This paper investigates further the stability of these ‘quirky’ segments in the Ju language complex in light of new data from under-documented varieties spoken in Botswana that demonstrate an almost systematic devoicing of such segments, pointing to a sound change in progress in varieties that one might least expect. After outlining a multi-causal explanation of this phenomenon, the investigation shifts to a diachronic enquiry. In the spirit of Anthony Traill (2001), using the most recent knowledge on Khoisan languages, this paper seeks to unveil more on language history in the Kalahari Basin Area from these typologically and areally unique sounds. Keywords: Khoisan, historical linguistics, phonology, Ju, typology (AFRICaNa LINGUISTICa 24 (2018 100 Introduction A phonological voice distinction is common to more than two thirds of the world’s languages: whilst largely ubiquitous in African languages, a voice contrast is almost completely absent in the languages of Australia (Maddison 2013). The particularly pervasive voice dimension in Khoisan1 languages is especially interesting for two reasons. Firstly, the feature is productive even with articulatory complex combinations of clicks and other ejective consonants, gestures that, from a typological perspective, are incompatible with the realisation of voicing. Secondly, these phonological contrasts are robustly found in only two unrelated languages, Taa (Tuu) and Ju (Kx’a) (for a classification see Güldemann 2014).