History of English Podcast Transcripts
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Exploring the Use of the 'They' Pronouns Singularly in English
Shawn Johnson California State University, Fullerton Exploring the use of the ‘they’ pronouns singularly in English Standard English textbooks state that when the gender of a referent is unknown, the default pronoun to be used is the masculine one, and that such usage is actually gender-neutral. A common example in textbooks is “ Everyone must bring his book to class.” Today, however, this usage does not in the mind of some speakers truly convey an image of both males and females being included. Instead, it sounds like the class is filled with only males. Several strategies have been suggested and used to try to avoid usage that some feel sounds sexist. The most commonly used method in somewhat formal settings is to say his or her . This has had fairly widespread acceptance, but it can be quite cumbersome when used multiple times: “A student should bring his or her book to class if he or she wishes to use it during his or her test so that he or she may get a better grade on his or her report card.” A few writers have chosen to alternate between using he gender-neutrally and using she gender- neutrally, but this has not become very popular and certainly doesn’t occur in everyday speech. In writing, some people use a composite form, such as (s)he , s/he , or he/she , or the genitive his/her , but these forms are not used in speech. Writing is usually expected to reflect speech, but in this case, it does not. In fact, it is actually hard to express the composite form (s)he verbally when reading it, as I just tried to do. -
Pronouns: a Resource Supporting Transgender and Gender Nonconforming (Gnc) Educators and Students
PRONOUNS: A RESOURCE SUPPORTING TRANSGENDER AND GENDER NONCONFORMING (GNC) EDUCATORS AND STUDENTS Why focus on pronouns? You may have noticed that people are sharing their pronouns in introductions, on nametags, and when GSA meetings begin. This is happening to make spaces more inclusive of transgender, gender nonconforming, and gender non-binary people. Including pronouns is a first step toward respecting people’s gender identity, working against cisnormativity, and creating a more welcoming space for people of all genders. How is this more inclusive? People’s pronouns relate to their gender identity. For example, someone who identifies as a woman may use the pronouns “she/her.” We do not want to assume people’s gender identity based on gender expression (typically shown through clothing, hairstyle, mannerisms, etc.) By providing an opportunity for people to share their pronouns, you're showing that you're not assuming what their gender identity is based on their appearance. If this is the first time you're thinking about your pronoun, you may want to reflect on the privilege of having a gender identity that is the same as the sex assigned to you at birth. Where do I start? Include pronouns on nametags and during introductions. Be cognizant of your audience, and be prepared to use this resource and other resources (listed below) to answer questions about why you are making pronouns visible. If your group of students or educators has never thought about gender-neutral language or pronouns, you can use this resource as an entry point. What if I don’t want to share my pronouns? That’s ok! Providing space and opportunity for people to share their pronouns does not mean that everyone feels comfortable or needs to share their pronouns. -
Thou and You in Shakespeare
Thou and You in Shakespeare Modern English has only one second person pronoun: you. But Old English had two: thou for second person singular and you for second person plural. By the 13th century, however, people began employing you as a singular pronoun to convey politeness or formality. At this stage, thou and you in English mirrored the French pronouns tu and vous or the Spanish tú and usted: one familiar, the other formal. In the early-modern English of Shakespeare’s time, thou and you could indicate fine distinctions of social status and interpersonal relationships: thou you to social inferiors to social superiors to social equals (lower class) to social equals (upper class) in private in public to express familiarity or intimacy to express formality or neutrality to show scorn or contempt to show respect or admiration Thou A speaker could use the familiar thou to address their social inferiors or to indicate friendship and intimacy. When some one of high rank addressed someone of lower rank (King to subject, parent to child, husband to wife, teacher to student), they would use thou. The subjects, children, wives, and students — on the other hand — would address their betters as you. The hierarchical use of thou made it an excellent way to put someone in their place, condescending to or insulting them. Calling someone thou, implied — all by itself — that they were inferior. But thou could express intimacy as well as superiority. Close friends, romantic partners, husbands and wives (in private) would all use thou to address each other. Speakers also addressed God as thou, signaling a deep spiritual intimacy between the believer and the deity. -
Reference Guide for the History of English
Reference Guide for the History of English Raymond Hickey English Linguistics Institute for Anglophone Studies University of Duisburg and Essen January 2012 Some tips when using the Reference Guide: 1) To go to a certain section of the guide, press Ctrl-F and enter the name of the section. Alternatively, you can search for an author or the title of a book. 2) Remember that, for reasons of size, the reference guide only includes books. However, there are some subjects for which whole books are not readily available but only articles. In this case, you can come to me for a consultation or of course, you can search yourself. If you are looking for articles on a subject then one way to find some would be to look at a standard book on the (larger) subject area and then consult the bibliography at the back of the book., To find specific contents in a book use the table of contents and also the index at the back which always offers more detailed information. If you are looking for chapters on a subject then an edited volume is the most likely place to find what you need. This is particularly true for the history of English. 3) When you are starting a topic in linguistics the best thing to do is to consult a general introduction (usually obvious from the title) or a collection of essays on the subject, often called a ‘handbook’. There you will find articles on the subareas of the topic in question, e.g. a handbook on varieties of English will contain articles on individual varieties, a handbook on language acquisition will contain information on various aspects of this topic. -
A COMPARISON ANALYSIS of AMERICAN and BRITISH IDIOMS By
A COMPARISON ANALYSIS OF AMERICAN AND BRITISH IDIOMS By: NANIK FATMAWATI NIM: 206026004290 ENGLISH LETTERS DEPARTMENT LETTERS AND HUMANITIES FACULTY STATE ISLAMIC UNIVERSITY “SYARIF HIDAYATULLAH” JAKARTA 2011 ABSTRACT Nanik Fatmawati, A Comparison Analysis of American Idioms and British Idioms. A Thesis: English Letters Department. Adab and Humanities Faculty. Syarif Hidayatullah State Islamic University Jakarta, 2011 In this paper, the writer uses a qualitative method with a descriptive analysis by comparing and analyzing from the dictionary and short story. The dictionary that would be analyzed by the writer is English and American Idioms by Richard A. Spears and the short story is you were perfectly fine by John Millington Ward. Through this method, the writer tries to find the differences meaning between American idioms and British idioms. The collected data are analyzed by qualitative using the approach of deconstruction theory. English is a language particularly rich in idioms – those modes of expression peculiar to a language (or dialect) which frequently defy logical and grammatical rules. Without idioms English would lose much of its variety and humor both in speech and writing. The results of this thesis explain the difference meaning of American and British Idioms that is found in the dictionary and short story. i ii iii DECLARATION I hereby declare that this submission is my original work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the award of any other degree or diploma of the university or other institute of higher learning, except where due acknowledgement has been made in the text. -
Chapter 1. Introduction
1 Chapter 1. Introduction Once an English-speaking population was established in South Africa in the 19 th century, new unique dialects of English began to emerge in the colony, particularly in the Eastern Cape, as a result of dialect levelling and contact with indigenous groups and the L1 Dutch speaking population already present in the country (Lanham 1996). Recognition of South African English as a variety in its own right came only later in the next century. South African English, however, is not a homogenous dialect; there are many different strata present under this designation, which have been recognised and identified in terms of geographic location and social factors such as first language, ethnicity, social class and gender (Hooper 1944a; Lanham 1964, 1966, 1967b, 1978b, 1982, 1990, 1996; Bughwan 1970; Lanham & MacDonald 1979; Barnes 1986; Lass 1987b, 1995; Wood 1987; McCormick 1989; Chick 1991; Mesthrie 1992, 1993a; Branford 1994; Douglas 1994; Buthelezi 1995; Dagut 1995; Van Rooy 1995; Wade 1995, 1997; Gough 1996; Malan 1996; Smit 1996a, 1996b; Görlach 1998c; Van der Walt 2000; Van Rooy & Van Huyssteen 2000; de Klerk & Gough 2002; Van der Walt & Van Rooy 2002; Wissing 2002). English has taken different social roles throughout South Africa’s turbulent history and has presented many faces – as a language of oppression, a language of opportunity, a language of separation or exclusivity, and also as a language of unification. From any chosen theoretical perspective, the presence of English has always been a point of contention in South Africa, a combination of both threat and promise (Mawasha 1984; Alexander 1990, 2000; de Kadt 1993, 1993b; de Klerk & Bosch 1993, 1994; Mesthrie & McCormick 1993; Schmied 1995; Wade 1995, 1997; de Klerk 1996b, 2000; Granville et al. -
An Immigrant Story
THE DANISH IMMIGRANT MUSEUM - AN INTERNATIONAL CULTURAL CENTER Activity book An Immigrant Story The story of Jens Jensen and his journey to America in 1910. The Danish Immigrant Museum 2212 Washington Street Elk Horn, Iowa 51531 712-764-7001 www.danishmuseum.org 1 Name of traveler This is Denmark. From here you start your journey as an emigrant towards America. Denmark is a country in Scandinavia which is in the northern part of Europe. It is a very small country only 1/3 the size of the state of Iowa. It is made up of one peninsula called Jutland and 483 islands so the seaside is never far away. In Denmark the money is called kroner and everyone speaks Danish. The capital is called Copenhagen and is home to Denmark’s Royal Family and Parliament. The Danish royal family is the oldest in Europe. It goes all the way back to the Viking period. Many famous people have come from Denmark including Hans Christian Andersen who wrote The Little Mermaid. He was born in Odense and moved to Copenhagen. The Danish Immigrant Museum 2212 Washington Street Elk Horn, Iowa 51531 712-764-7001 www.danishmuseum.org Can you draw a line from Odense to Copenhagen? Did he have to cross the water to get there? 2 This is Jens Jensen. He lived in Denmark on a farm in 1910. That was a little over a hundred years ago. You can color him in. In 1910 Denmark looked much like it does today except that most people were farmers; they would grow wheat and rye, and raise pigs and cows. -
MEL-Cahiers-1 1..36
* omslag Meertens EC 1 09-11-2005 11:45 Pagina 1 MEERTENS ETHNOLOGY CAHIER 1 MEERTENS ETHNOLOGY CAHIER 1 In Towards a Social History of Early Modern Dutch, Peter Burke approaches the history of the Dutch language between 1500 and 1800 from a socio- Towards a cultural historian’s perspective. He investigates the changing relation- ship between the vernacular and Latin; the incorporation (or invasion) of new words from other languages; and the movements towards Social History of standardization and purification, discussing these trends from a comparative, pan-European point of view. Early Modern Dutch Peter Burke (1937) holds a Ph.D. from Oxford University. He is Professor Emeritus of PETER BURKE Cultural History at the University of Cambridge and Fellow of Emmanuel College, University of Cambridge. He is the author of many well-known books, including: The Italian Renaissance (1972), Venice and Amsterdam (1974), Popular Culture in Early Modern Europe (1978), The Fabrication of Louis XIV (1992), The Art of Conversation (1993), A Social History of Knowledge (2000), Eyewitnessing (2000), What Is Cultural History? (2004) and Languages and Communities in Early Modern Europe (2004). In all of his works he shows an intelligent capacity to see connections, comparisons and contrasts. He widens the field of cultural history by his practice of building bridges between languages, periods, places, methodologies and 90-5356-861-1 ISBN disciplines, and subsequently investigating what lies beyond; this practice has again been successfully applied in Towards a Social History of Early Modern Dutch. 9 789053 568613 www.aup.nl Amsterdam University Press Amsterdam University Press Towards a Social History of Early Modern Dutch Towards a Social History of Early Modern Dutch Peter Burke The Meertens Ethnology Cahiers are revised texts of the Meertens Ethnology Lectures. -
Authentic Language
! " " #$% " $&'( ')*&& + + ,'-* # . / 0 1 *# $& " * # " " " * 2 *3 " 4 *# 4 55 5 * " " * *6 " " 77 .'%%)8'9:&0 * 7 4 "; 7 * *6 *# 2 .* * 0* " *6 1 " " *6 *# " *3 " *# " " *# 2 " " *! "; 4* $&'( <==* "* = >?<"< <<'-:@-$ 6 A9(%9'(@-99-@( 6 A9(%9'(@-99-(- 6A'-&&:9$' ! '&@9' Authentic Language Övdalsk, metapragmatic exchange and the margins of Sweden’s linguistic market David Karlander Centre for Research on Bilingualism Stockholm University Doctoral dissertation, 2017 Centre for Research on Bilingualism Stockholm University Copyright © David Budyński Karlander Printed and bound by Universitetsservice AB, Stockholm Correspondence: SE 106 91 Stockholm www.biling.su.se ISBN 978-91-7649-946-7 ISSN 1400-5921 Acknowledgements It would not have been possible to complete this work without the support and encouragement from a number of people. I owe them all my humble thanks. -
Form 1040 Page Is at IRS.Gov/Form1040; the Pub
Note: The draft you are looking for begins on the next page. Caution: DRAFT—NOT FOR FILING This is an early release draft of an IRS tax form, instructions, or publication, which the IRS is providing for your information. Do not file draft forms and do not rely on draft forms, instructions, and publications for filing. We do not release draft forms until we believe we have incorporated all changes (except when explicitly stated on this coversheet). However, unexpected issues occasionally arise, or legislation is passed—in this case, we will post a new draft of the form to alert users that changes were made to the previously posted draft. Thus, there are never any changes to the last posted draft of a form and the final revision of the form. Forms and instructions generally are subject to OMB approval before they can be officially released, so we post only drafts of them until they are approved. Drafts of instructions and publications usually have some changes before their final release. Early release drafts are at IRS.gov/DraftForms and remain there after the final release is posted at IRS.gov/LatestForms. All information about all forms, instructions, and pubs is at IRS.gov/Forms. Almost every form and publication has a page on IRS.gov with a friendly shortcut. For example, the Form 1040 page is at IRS.gov/Form1040; the Pub. 501 page is at IRS.gov/Pub501; the Form W-4 page is at IRS.gov/W4; and the Schedule A (Form 1040/SR) page is at IRS.gov/ScheduleA. -
Introduction to the History of the English Language
INTRODUCTION TO THE HISTORY OF THE ENGLISH LANGUAGE Written by László Kristó 2 TABLE OF CONTENTS INTRODUCTION ...................................................................................................................... 4 NOTES ON PHONETIC SYMBOLS USED IN THIS BOOK ................................................. 5 1 Language change and historical linguistics ............................................................................. 6 1.1 Language history and its study ......................................................................................... 6 1.2 Internal and external history ............................................................................................. 6 1.3 The periodization of the history of languages .................................................................. 7 1.4 The chief types of linguistic change at various levels ...................................................... 8 1.4.1 Lexical change ........................................................................................................... 9 1.4.2 Semantic change ...................................................................................................... 11 1.4.3 Morphological change ............................................................................................. 11 1.4.4 Syntactic change ...................................................................................................... 12 1.4.5 Phonological change .............................................................................................. -
The Nationality of Men-At-Arms Serving in English Armies In
The Nationality Of Men-at-Arms se rving in English Armies in Normandy and the pays de conquete, 1415-1450: A Preliminary Survey Anne Curry University of Reading This article is based on a computer.-assisted study of muster rolls of the armies with which Henry V and Henry VI invaded and occupied Northern France in the first half of the fifteenth century. At the time of writing, the database contains 50,000 entries derived from almost all the rolls known to survive, but is restricted to those described therein as either mounted or foot men-at-arms. I Men-at-arms constituted about 25% of the total number of military effectives. with archers making up the remainder. Evidence from the contrerol/es of English garrisons in Normandy suggests that there was very little interchange of personnel between the archers and the men-at-arms. Even so, the conclusions reached in this article must be regarded as limited (in that they are specific to the men-at-arms) and tentative (in that the database and research is not yet complete). It is hoped, however, that they will provide some useful preliminary observations re lating to the nationality of those serving in English royal armies in this period. The surviving documentation facilitates investigation of three aspects. First, we can identify government policy towards the service of soldiers of non-English origin, and the consequent attempts to record nationality on the muster rolls. Secondly, we can note the nat.ionalities so recorded, and comment on the patterns of military service of foreign troops in English pay.