World Englishes: Bridging Cultures and Contexts Larry E
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Experience Lingnan University, Located in Tuen
e r X p i e E n c e Index e l c X Explore Hong Kong 1 E Experience 2 Excel @ 10 E X p l o r e Fast facts 11 L ingn an U ST nive ART rs HE ity RE! L ingn an U ST nive ART rs HE ity RE! Welcome to Hong Kong Experience Lingnan University, located in Tuen Mun, offers a stimulating and thought-provoking liberal arts education. We are the only university in Hong Kong to offer a dedicated liberal arts education. Our goal is to cultivate in our graduates the skills and sensibilities necessary to successfully pursue their career goals and take their place as socially responsible citizens in today’s rapidly evolving global environment. Lively and outward-looking, the university is located on an award-winning campus that visually represents our East-West orientation. Courses are offered by 16 departments in the Faculties of Arts, Business and Social Sciences, the Core Curriculum and General Education Explore Office and two language centres. Hong Kong Mission and vision Lingnan University is committed to the provision of quality education The geographical position of Hong Kong, a vibrant world city situated at the mouth of distinguished by the best liberal arts the Pearl River Delta on the coast of southern China, has made it a gateway between traditions. We adopt a whole-person East and West, turning it into one of the world’s most cosmopolitan metropolises. approach to education that enables our students to think, judge, care Bi-literacy and tri-lingualism thrive in Hong Kong. -
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. -
Legal Hybridity in Hong Kong and Macau Ignazio Castellucci
Document generated on 09/30/2021 1:22 p.m. McGill Law Journal Revue de droit de McGill Legal Hybridity in Hong Kong and Macau Ignazio Castellucci Volume 57, Number 4, June 2012 Article abstract The article aims to compare the case of the two Chinese Special Administrative URI: https://id.erudit.org/iderudit/1013028ar Regions (SARs) of Hong Kong and Macau against the theoretical grid developed DOI: https://doi.org/10.7202/1013028ar by Vernon V. Palmer to describe the “classical” civil law-common law mixed jurisdictions. The results of the research include an acknowledgement of the See table of contents progressive hybridization of the legal systems of Hong Kong and Macau, hailing from the English common law and the Portuguese civil law tradition, respectively, by infiltration of legal models and ideologies from Mainland Publisher(s) China. The research also leads to a critical revision and refinement of the McGill Law Journal / Revue de droit de McGill methodology and tools developed by Palmer in order to make them applicable to a wider range of processes of legal hybridization beyond “classical” mixes, ISSN and to a better appreciation of how transitional political and institutional phases play a critical role inlegal “mixity” or hybridity. 0024-9041 (print) 1920-6356 (digital) Explore this journal Cite this article Castellucci, I. (2012). Legal Hybridity in Hong Kong and Macau. McGill Law Journal / Revue de droit de McGill, 57(4), 665–720. https://doi.org/10.7202/1013028ar Copyright © Ignazio Castellucci, 2012 This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. -
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 -
An English Speaking Country Ghana
Ghana – an English speaking country A global perspective in English classes Finanziert durch: Pia Kranz Esther Mumuni Introduction Table of contents Introduction 2 Chapter schedule 5 Chapter 1: First steps into Ghana (B1) 6 On DVD: Pictures to Main exercise C Chapter 2: Weekdays in Ghana (A2) 21 On DVD: Pictures to Main exercise A Chapter 3: Globalisation on Ghana’s markets and Ghanaian culinary art (B1) 32 On DVD: Pictures to Introduction A, Exercise A, Conclusion Chapter 4: The impact of festivals and traditions in the Ghanaian and German culture (B1) 44 On DVD: Pictures to Introduction A, Main exercise A Chapter5: Business location Ghana – The consequences of economic growth, gold mining and tourism (B2) 57 Chapter 6: Cocoa production in Ghana (B2) 73 On DVD: Pictures to Main exercise B Chapter 7: Conservation of natural resources – A global responsibility (B2) 83 On DVD: Pictures to Introduction A Chapter 8: What is culture? New perspectives on Ghana and Germany (B2) 91 Chapter 9: Modern media – Electrical explosion in the world and it effects on Ghana (C1) 102 On DVD: Pictures to Main exercise B Ghana – an English speaking country | dvv international 2013 | 1 Introduction Introduction This English book is addressed to English teachers in adult education centres and provides an opportunity to integrate global learning into language courses with the main focus on language acquisition In an age of globalisation the world is drawing closer together and ecological and economic sustainable development has become -
Alignment Mouth Demonstrations in Sign Languages Donna Jo Napoli
Mouth corners in sign languages Alignment mouth demonstrations in sign languages Donna Jo Napoli, Swarthmore College, [email protected] Corresponding Author Ronice Quadros, Universidade Federal de Santa Catarina, [email protected] Christian Rathmann, Humboldt-Universität zu Berlin, [email protected] 1 Mouth corners in sign languages Alignment mouth demonstrations in sign languages Abstract: Non-manual articulations in sign languages range from being semantically impoverished to semantically rich, and from being independent of manual articulations to coordinated with them. But, while this range has been well noted, certain non-manuals remain understudied. Of particular interest to us are non-manual articulations coordinated with manual articulations, which, when considered in conjunction with those manual articulations, are semantically rich. In which ways can such different articulators coordinate and what is the linguistic effect or purpose of such coordination? Of the non-manual articulators, the mouth is articulatorily the most versatile. We therefore examined mouth articulations in a single narrative told in the sign languages of America, Brazil, and Germany. We observed optional articulations of the corners of the lips that align with manual articulations spatially and temporally in classifier constructions. The lips, thus, enhance the message by giving redundant information, which should be particularly useful in narratives for children. Examination of a single children’s narrative told in these same three sign languages plus six other sign languages yielded examples of one type of these optional alignment articulations, confirming our expectations. Our findings are coherent with linguistic findings regarding phonological enhancement and overspecification. Keywords: sign languages, non-manual articulation, mouth articulation, hand-mouth coordination 2 Mouth corners in sign languages Alignment mouth demonstration articulations in sign languages 1. -
Pronunciation Features of Philippine English Vowels and Diphthongs 1
➢ Pronunciation Features of Philippine English Vowels and Diphthongs 1. Absence of contrast between /æ/ and /ɑ/ e.g. ‘cat’ /kæt/ →/kɑt/ 2. Diphthong shortening e.g. ‘mail’(/meɪl/) → ‘mill’ (/mɪl/) Consonants 3. Substitution of /f/ for /p/ e.g. ‘pin’ (/pɪn/) → ‘fin’(/fɪn/) 4. Substitution of /t/ for /θ/ e.g. ‘think’ (/θɪŋk/) → ‘Tink’ (/tɪŋk/) 5. Substitution of /d/ for /ð/ e.g. ‘there’(/ðeə/) → ‘dare’(/deə/) 6. Substitution of /ts/ for /tʃ/ e.g. ‘chair’(/tʃeə/) → (/tseə/) 7. Substitution of /dj/ for /dʒ/ e.g. ‘jealous’ (/ˈdʒeləs/) → (/ˈdjeləs/) 8. Substitution of /ds/ for /dʒ/ e.g. ‘passage’ (/ˈpæsɪdʒ/) → (/ˈpæsɪds/) 9. Unaspirated /p/, /t/ and /k/ 10. Prevoiced /b/, /d/, and /g/ in onset position 11. Neutralized /s/ and /z/ coda position ➢ Pronunciation Features of Indian English Vowels and Diphthongs 1. Long vowel shortening e.g. ‘seek’ (/siːk/)→‘sick’(/sɪk/) 2. diphthong shortening e.g. ‘mail’( /meɪl/) → ‘mill’ (/mɪl/) Consonants 3. Substitution of /ʈ/ for /t/ e.g. ‘tidy’ (/ˈtaɪdi/) → (/ˈʈaɪdi/) 4. Substitution of /ɖ/ for /d/ e.g. ‘desk’ (/desk/) → (/ɖesk/) 5. Substitution of /t/ for /d/ e.g. ‘feed’(/fiːd/) → ‘feet’(/fiːt/) 6. Substitution of /ʂ/ for /s/ e.g. ‘sing’ (/sɪŋ/) → (/ʂɪŋ/) 7. Substitution of /ʐ/ for /z/ e.g. ‘zoo’ (/zuː/) → (/ʐuː/) 8. Substitution of / ɭ / for /l/ e.g. ‘light’ (/laɪt/) → (/ɭaɪt/) 9. Substitution of /f/ for /v/ e.g. ‘gave’ (/geɪv/) → (/geɪf/) 10. Substitution of /v/ for /w/ e.g. ‘wet’ (/wet/) → ‘vet’ (/vet/) 11. Absence of contrast between /f/ and /p/ e.g. ‘pin’ (/pɪn/) ⇄ ‘fin’(/fɪn/) or vice versa 12. Absence of contrast between /s/ and /ʃ/ e.g. -
Alternative Histories of English
Alternative Histories of English Edited by Richard Watts and Peter Trudgill London and New York Contents List of figures ix List of tables ' x List of contributors xi Introduction: in the year 2525 1 PETER TRUDGILL AND RICHARD WATTS Prologue 5 1 The legitimate language: giving a history to English 7 JIM MILROY Introduction: language histories as codifications 7 Legitimisation: giving the language a history 9 Legitimate and illegitimate change 10 Legitimisation: dialects and Germanic purism 14 Historicity: the ancient language 16 Historicity: the continuity and purity of English 19 Conclusion 24 PARTI The history of non-standard varieties of English 27 2 The history of the lesser-known varieties of English 29 PETER TRUDGILL Newfoundland 31 Bermuda 31 The Lesser Antilles 32 The Bahamas 33 Central America 34 vi Contents Saint Helena 36 The Cayman Islands 36 Turks and Caicos Islands 36 India 37 The Canadian Maritimes 37 Quebec: the Magdalen Islands 38 Pitcairn Island 39 Tristan da Cunha 39 Bonin Islands 40 Palmerston 40 The Falkland Islands 41 The Chatham Islands 41 The Channel Islands 42 Norfolk Island 42 Brazil 42 Southern and eastern Africa 43 Conclusion 44 3 'North of Watford gap': a cultural history of Northern English (from 1700) 45 KATIE WALES Introduction 45 The 'boundaries' of Northern English 46 'The far North': Scots and Northern English 51 Attitudes to Northern English in the eighteenth century 53 'The real language of [Northerners]': the images of Romanticism 55 The Industrial Revolution: the growth of Northern urban dialects -
National and Subnational Features in Kenyan English 421 J"' -J.' L' V.Fll~~N~ (//; Et.F.1J__ Ed
National and subnational features in Kenyan English 421 j"' -J.' l' v.fll~~n~ (//; et.f.1J__ ed. rtJ.J"/ I .." / /..../0' Kenyan English (KenE) may be interpreted as sociolinguistic signals of 'C=f'{9// Ct.ttJtutd' lA-&' J1/;h.."" , /) fh national (all-Kenyan) or subnational (ethnic) identities, Such signals, or 28 _0c/t7bitgLt',J'7'rC J'&'~c~"'~"(\ (t'{lfut.!:r;c:(c;e. markers, are defined as variants that are constantly used (and clearly perceived) by one group of speakers rather than another. As nation building is generally considered of prime importance in Africa, ethnic background was examined as the basic nonlinguistic variable, the dimen National and subnational features in sions of sex and linguistic context and style later, Although some notions about linguistic markers are commonly held impressionistically hy edu Kenyan English cated and linguistically conscious people in Kenya, they have not been subjected to rigorous analysis before (Zuengler 1982, for instance, does JOSEF J, SCHMIED not mention pronunciation in 'Kenyan English'). The basic hypothesis of this study was that the pronunciation of vowels (levelling of quantitative distinctions between vowels, monophthongising diphthongs and avoiding central vowels) systematically differentiates KenE from 'Standard Eng The following analysis is a feasibility study for a research project on lish', that is, southern British standard English (including RP), whereas 'English in East Africa: an independent African means of communi the pronunciation of consonants ('rll problems' -
Use of Theses
THESES SIS/LIBRARY TELEPHONE: +61 2 6125 4631 R.G. MENZIES LIBRARY BUILDING NO:2 FACSIMILE: +61 2 6125 4063 THE AUSTRALIAN NATIONAL UNIVERSITY EMAIL: [email protected] CANBERRA ACT 0200 AUSTRALIA USE OF THESES This copy is supplied for purposes of private study and research only. Passages from the thesis may not be copied or closely paraphrased without the written consent of the author. Language in a Fijian Village An Ethnolinguistic Study Annette Schmidt A thesis submitted for the degree of Doctor of Philosophy of the Australian National University. September 1988 ABSTRACT This thesis investigates sociolinguistic variation in the Fijian village of Waitabu. The aim is to investigate how particular uses, functions and varieties of language relate to social patterns and modes of interaction. ·The investigation focuses on the various ways of speaking which characterise the Waitabu repertoire, and attempts to explicate basic sociolinguistic principles and norms for contextually appropriate behaviour.The general purpose is to explicate what the outsider needs to know to communicate appropriately in Waitabu community. Chapter one discusses relevant literature and the theoretical perspective of the thesis. I also detail the fieldwork setting, problems and restrictions, and thesis plan. Chapter two provides the necessary background information to this study, describing the geographical, demographical and sociohistorical setting. Description is given of the contemporary language situation, structure of Fijian (Bouma dialect), and Waitabu social structure and organisation. In Chapter 3, the kinship system which lies at the heart of Waitabu social organisation, and kin-based sociolinguistic roles are analysed. This chapter gives detailed description of the kin categories and the established modes of sociolinguistic behaviour which are associated with various kin-based social identities. -
12 English Dialect Input to the Caribbean
12 English dialect input to the Caribbean 1 Introduction There is no doubt that in the settlement of the Caribbean area by English speakers and in the rise of varieties of English there, the question of regional British input is of central importance (Rickford 1986; Harris 1986). But equally the two other sources of specific features in anglophone varieties there, early creolisation and independent developments, have been given continued attention by scholars. Opinions are still divided on the relative weight to be accorded to these sources. The purpose of the present chapter is not to offer a description of forms of English in the Caribbean – as this would lie outside the competence of the present author, see Holm (1994) for a resum´ e–b´ ut rather to present the arguments for regional British English input as the historical source of salient features of Caribbean formsofEnglish and consider these arguments in the light of recent research into both English in this region and historical varieties in the British Isles. This is done while explicitly acknowledging the role of West African input to forms of English in this region. This case has been argued eloquently and well, since at least Alleyne (1980) whose views are shared by many creolists, e.g. John Rickford. But the aim of the present volume, and specifically of the present chapter, is to consider overseas varieties of English in the light of possible continuity of input formsofEnglish from the British Isles. This concern does not seek to downplay West African input and general processes of creolisation, which of course need to be specified in detail,1 butrather tries to put the case for English input and so complement other views already available in the field. -
Tagalog-English Code Switching As a Mode of Discourse
Asia Pacific Education Review Copyright 2004 by Education Research Institute 2004, Vol. 5, No. 2, 226-233. Tagalog-English Code Switching as a Mode of Discourse Maria Lourdes S. Bautista De La Salle University-Manila Philippines The alternation of Tagalog and English in informal discourse is a feature of the linguistic repertoire of educated, middle- and upper-class Filipinos. This paper describes the linguistic structure and sociolinguistic functions of Tagalog-English code switching (Taglish) as provided by various researchers through the years. It shows that the analysis of Taglish began with a linguistic focus, segmenting individual utterances into sentences and studying the switch points within the sentence. Other studies were more sociolinguistic in nature and investigated the functions of code switching. Recently, Taglish has been viewed as a mode of discourse and a linguistic resource in the bilingual’s repertoire. New theoreticians working within a Critical Discourse Analysis framework are seeing Taglish as a reaction to the hegemonizing tendencies of Philippine society and modern life. Key Words: code switching, code mixing, discourse analysis, Tagalog, English in the Philippines 1Foreigners who visit Manila or other urban areas in the English in the same discourse or conversation (Gumperz, Philippines for the first time are struck by the phenomenon of 1982); it is the use of Tagalog words, phrases, clauses, and hearing snatches of conversation that they can understand sentences in English discourse, or vice-versa. The term is also because part of the conversation is recognizably in English, occasionally used generically for the switching that takes but at the same time feel completely lost when listening to the place between a Philippine language (not necessarily Tagalog) other parts of the conversation.