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NLD and ESL Students, 2007.
This paper explores reading in students with nonverbal learning disabilities (NLD) and language barriers.
4,528 words (approx. 18.1 pages), 18 sources, APA, $ 118.95
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Abstract
The paper refers to a 10 year-old Grade V student, "Kalum", who understands considerable English with good verbal expression but experiences much difficulty in mastering reading. The paper explores nonverbal learning disabilities and the challenges it presents to the teacher. The paper discusses research that shows how many teachers fail to note learning disabilities in students who study in a non-first language. The paper also shows the ease with which learning disabilities and other conditions affecting children can be misdiagnosed. The paper concludes that as long as the student's confidence and motivation can be ensured, NLD does not seem such a grave diagnosis, presenting more of a test of the teacher's dedication than an indication of a student's educational future.
Outline:
Exploring Nonverbal Learning Disabilities
Helpful Research on Young ESL and Immigrant Students
Culminating Activities
Determining a Student Biography
Adjusting Reading Exercises and Classroom Skills
Behavioral Cues
Elaboration - Sharing with Professionals
Observations and Further Questions
Self Reflection
Sharing with Experienced Language Teachers
Concluding Remarks
From the Paper
"Students with NLD often show high verbal skills, have little difficulty with spelling but are weak in reading comprehension. They often have short concentration spans and struggle with the visual aspect of reading. NLD is associated with malfunction of the brain's right hemisphere as can also mean difficulties in mathematics, organizing and planning tasks, and spatial and motor abilities. NLD students often present anxiety, their way of socializing can be abrupt, or they stand to close to others. Combined with verbal ability and frequent outspokenness, NLD students are apt to be misdiagnosed with Asperger's Syndrome or ADHD, or dyslexia, on account of often impaired word recognition and weak handwriting. For over 30 years, research on NLD has helped teachers, psychologists and parents to fathom a range of often small symptoms that can usually be counteracted. The challenge for the teacher is one of instilling helpful habits, often through much repetition and correction, while maintaining the student's self-confidence. (Rourke:1995:13-16, Elkind:1973, Krippner & Herald:1964) This non-alarmist approach was also stressed by Goldstein on compensatory ways of coping with NLD while providing early literacy skills, and in the Canadian as opposed to American context. (2000)"
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Comparative Grammar Guidelines: Split Infinitive, 2007.
This paper contrasts the definition of the grammatical term 'split infinitive' as presented in "Webster's Dictionary of English Usage", "The Guide to Canadian Language Usage" and "A Dictionary of Modern English Usage".
895 words (approx. 3.6 pages), 3 sources, MLA, $ 31.95
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Abstract
This paper explains that, by analyzing the similar and contrasting definitions of the use of the split infinitive, the reader can realize how different guides use different objectives to impart a meaning to various grammatical terms. The author points out that, in discussing the split infinitive, the "Webster Guide" makes a faulty assumption that popular literature and various theorists have defined the syntactical usage with a far wider meaning. The paper concludes that the definitions of the split infinitive as a misnomer appear logically and grammatically adequate in the "Webster Guide"; while the "Canadian Guide" provides a more detailed explanation of usage within certain styles of speech and writing. The paper includes several quotations.
From the Paper
"In this manner, the term is being nullified since it does not really represent a technical "splitting" of the infinitive within a technical usage format. The appurtenant aspect of the infinitive provides a grammatical explanation of why the "Webster Guide" does not agree that the term is valid in language other than slang. However, the "Guide to Canadian English Usage" tends to propose that, although a split infinitive may not be a correct form of writing, it can still be seen as a definitive explanation for syntactical alignment of these words within a social and standardized written context:"
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Human Language, 2007.
This paper discusses human language and speech.
1,169 words (approx. 4.7 pages), 1 source, MLA, $ 40.95
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Abstract
In this article the writer notes that speech as a phenomenon is only characteristic of humans. The introduction of speech and language is an event that cannot be compared to anything in human history. The writer points out that speech and language opened the door for easy and clear communication, thus enabling the distribution of knowledge, feelings and experiences among individual humans. The writer discusses that language plays an important role not only on the broad level of human race as a whole, but also on the level of every individual in the human race. It is not a static phenomenon. The writer notes that language changes within societies we live in but also the individuals within the societies change the language as they move from one environment to another and as they gather new experiences and knowledge. The writer concludes that language is not only a medium of communication. It also has deep significance for the cultural and social identity of an individual.
From the Paper
"The foundation of language and speech is of course in our physiological ability to express ourselves vocally. However, even though every one of us has this ability, we cannot start expressing ourselves verbally using spoken language from the moment we are born. We rather learn to speak, we learn to use the language in everyday life much like the humans did at some point in history. However, today we learn to speak with the help of our closest environment which is most often family. The first words or "vocal signs" we learn to use are often tied to the need for sharing our desires in the way most part of environment can understand and interpret. Simply by replacing mute, gesticulate "signs" of pointing, making faces or dancing, or "signs" of crying and grunting; with the "verbal sign" "angry" humans manage to establish contact with their broader environment."
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Vocabulary and Reading Comprehension, 2007.
An action research study on reading comprehension at the third grade level.
3,331 words (approx. 13.3 pages), 17 sources, APA, $ 95.95
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Abstract
In this paper, the writer researches the subject of reading comprehension at the third grade level. The particular issue of vocabulary has been selected to further focus this study. The writer notes that students at the third grade level appear to lag in their acquisition of vocabulary, which affects their reading comprehension at this level. The writer points out that due to the varied perspectives on teaching vocabulary, it would appear that a varied approach is needed in teaching vocabulary in terms of reading comprehension. The writer maintains that context, symbols and media all have a place in teaching vocabulary, although none of these things should take precedence over the others. The paper also includes appendix, definitions and additional sources.
Outline:
Problem Statement
Proof of the Problem
Chart #1a Vocabulary
Chart#1b Word Use
Chart #1c
Word Use
Chart #1d
Reading Comprehension
Goals and Objectives
Setting
School Community
Role of the Writer
Problem Rationale
From the Paper
"Although this drop in proficiency is not as dramatic as noted across the state of Georgia, this drop should be taken as a suggestion that a problem may exist with student comprehension of the material being taught. It is interesting to note, however, that while the percentage of students meeting or exceeding the AYP requirements dropped, the percentage of students showing advanced proficiency actually increased. However, the total of 81.1% of students meeting or exceeding the AYP requirements is one that suggests that our students do not receive adequate Reading instruction. A goal of 100% reading proficiency does not seem unreasonable, if Magnolia Elementary School is going to prepare students to be competent individuals entering the business world."
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Language Teaching, 2007.
This paper looks at narrative text comprehension difficulties in younger English as a foreign language (EFL) readers.
1,742 words (approx. 7.0 pages), 8 sources, APA, $ 56.95
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Abstract
In this article, the writer notes that English Learners (ELs) are of particular concern for educators in recent years. The writer points out that though many problems exist in teaching children for whom English is a second language, reading comprehension is one of the greatest issues. The writer discusses that children who cannot understand and make deductions based on hearing or reading narrative texts have problems with comprehension in all other areas. The writer maintains that focusing on narrative text comprehension in younger ELs is therefore necessary in combating the overall problems associated with teaching English as a Foreign Language (EFL) to young learners. The writer concludes that while the focus would obviously be to achieve fluency in young ELs, all students in a vocabulary intensive classroom with thoughtfully chosen reading narratives will benefit from greater comprehension, better cohesion as a class, and a more positive outlook on learning.
From the Paper
"Richards, Leafstedt, and Gerber found that k-1 EFL students have poor phonological skills, rapid-naming abilities, invented spelling, and phonological spelling, leading teachers to refer many ELs to special education. However, only 2-5% of children have learning disabilities - a much lower number than those who are referred. Administrators must identify ELs who are not learning disabled and provide intensive reading and comprehension instruction. Intensive programs for younger ELs would likely include narrative texts since they are common for use at that age level. Slavinn and Cheung also recommend that administrators provide ample classroom support and training for EFL teachers."
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Classical and Modern Rhetoric, 2007.
This paper assesses the components and evolution of the rhetoric argument.
2,260 words (approx. 9.0 pages), 7 sources, MLA, $ 69.95
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Abstract
The paper defines the concept of rhetoric as a strategy through which exploration of concepts can be achieved. The paper explores classic and modern rhetoric in order to achieve an understanding of rhetoric and its purpose. The paper outlines the transformations in the perception and use of rhetoric and shows how this tool of communication now helps to expand thought instead of being used specifically to convince others.
Outline:
Introduction
Classic Rhetoric
The Emergence of Modern Rhetoric
Conclusion
From the Paper
"The emergence of rhetoric within ancient Greece came to pass after the popularization of sophist inquiry. Sophism as a debate tool enabled the speaker to argue any given point regardless of its factual accuracy, a process that empowered those engaged in the dialogue to explore all possible tangents leading from a core concept. Yet while sophism was powerful as a means of expanding the limits of thought, it was not appropriate as a means of identifying core truths within a debate. Following the works of Plato in which truth and internal integrity were championed as fundamentals of existence, sophism was not a sustainable concept."
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Using The Arts To Teach ESL, 2007.
An analysis of the effectiveness of the use of an art-based style of language learning.
2,495 words (approx. 10.0 pages), 10 sources, MLA, $ 75.95
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Abstract
This paper examines the evidence supporting the use of arts to teach English language learners (ELL). It discusses the use of arts as a creative and effective way to reach all students in the mainstream classes, but especially English language Learners. The paper begins by explaining the art-based style of language learning. It then develops a proposal for the study of this learning style.
Table of Contents:
Goal and Purpose
Review of Literature
Impetus
Procedure
Data Analysis
From the Paper
"As a response to Gardener's theories of multiple intelligence many educators now believe through observation and research that the arts are an avenue that can precipitate learning in a diverse enough way to reach all types of learning styles and students coming from diverse backgrounds, with diverse intelligences. With the growing diversity in the California schools and the stress to create inclusive or mainstreamed classrooms the need to address this issue will become increasingly important, and answering that question with a multifaceted arts driven curriculum may enhance the skills of all learners."
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Ross King, 2007.
This paper offers a review of the author Ross King and his writing in general.
1,006 words (approx. 4.0 pages), 2 sources, MLA, $ 35.95
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Abstract
In this article, the writer studies the works of author Ross King. The writer notes that King is the author of the book 'Michelangelo and the Pope's Ceiling' and discusses the author rather than providing a book review. The writer looks at writing rules and style as they relate to King's writing. The writer points out that the topics King covers are interesting, his research comprehensive, and his writing flawless. Further, the writer notes that King is truly an excellent example of something of a popular historian, where art history becomes more interesting and where traditional ideas are challenged. The writer concludes that coupled with his knack as a historian for uncovering the truth and a unique perspective on history, King is a successful historical writer and will surely continue to be into the future.
From the Paper
"There is no doubt that Ross King is an excellent writer. With a PHD in English Literature, he has studied the classics. And in writing about history he has taken his ability to a genre which is often overwhelmed with dry, lengthy discourse. But Ross is not so verbose, and carefully chooses his words and the anecdotes he adds. Michelangelo and the Pope's Ceiling was a best-seller, which his evidence of his popularity as a writer. The narrative of King's work weaves through various accounts which are like fiction but are really non-fiction. His writing style is simple and does not interfere with his historical portray. Often, clarity is preferred to language that can cloud the meaning to the words and the meaning of the text. Ross King's writing is historical narrative at its best."
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Literacy, 2007.
An analysis of the dynamic nature of literacy in a social context.
1,494 words (approx. 6.0 pages), 10 sources, MLA, $ 49.95
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Abstract
This paper defines literacy according to reviews of current literature. It shows how over time any definition of literacy must be dynamic, adaptable and comprehensive in order to be useful. It discusses the importance of understanding modern definitions of literacy in order to gain a deeper understanding of language and its role in a social context.
From the Paper
"In the end, finding one's way around competing definitions of literacy is no easy job. Without question, literacy is a function of social demands and requirements that will inevitably change over time and across different cultural contexts. The result is that any working definition of literacy must take into account not only the functional aspects of language, reading, writing, and speaking, but also the social context within which that definition was created. The most useful approach to devising a definition of literacy is to allow for a continuum of literacies that can account for the various ways in which individuals use their own levels of literacy throughout their lives and in different social domains and contexts. Any other definition will be uselessly simplistic and difficult to employ in a critical or educational setting."
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The ESL/EFL Classroom, 2007.
A discussion regarding the teaching methods in ESL (English as a Second Language) and EFL (English as a First Language) classrooms.
5,028 words (approx. 20.1 pages), 22 sources, MLA, $ 126.95
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Abstract
This paper reviews and discusses the importance of teaching methods used in theclassroom. The paper focuses on teaching English as a foreign language (EFL)and English as a second language (ESL) students. The paper reviews various listening skills that can be taught to language students to assist them in learning. The paper further discusses the issue of fluency between the teacher and student. The paper also takes a look at the problems relating to academic oral learning in the ESL classroom.
From the Paper
" Other methods of improving student(s) listening skills include tests/quizzes that teachers can use in the classroom. These tests/quizzes can be found in a wide variety of places, especially with the advent of the internet. Many experts (presumably) have created websites that allow for lesson planning by teachers of ESL students that include both written and online quizzes which test for comprehension and improvement by the ESL students. Examples of the types of quizzes available include listening to a customer making a request and taking note of what is wanted, or listening to two people talking about a new job opportunity and get the details about the job offered and even listening to a woman asking a man questions for a survey while taking notes of his answers. These quizzes take into account the daily activities of the individuals 'normally' looking to acquire a second language. Other quizzes test on the listener's ability to recite about a man's trip to a foreign country that he has just returned from, choosing the correct conclusion based on what is heard and a listening guide that gives examples of symbol sounds by using representative words.
There are other methods of teaching ESL students in the classroom with one of the more interesting ways being a use of music to enhance the students learning process."
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Foreign Language Teaching Methods, 2007.
This paper examines methods of teaching Slavic at the college introductory level.
2,628 words (approx. 10.5 pages), 5 sources, MLA, $ 79.95
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Abstract
The paper discusses how integrating different language teaching methods will have the benefit of catering to a wide variety of student needs; something that a single approach will probably not accomplish. The paper explores the methods of teaching the Slavic language to students where the proficiency level is basically non-existent. The paper selects nine different language teaching methods and determines which are most appropriate for such a language teaching course and also how they can be integrated to achieve optimal results. The paper's information for all the teaching approaches is derived from Dr. Jill Kerper Mora.
Outline:
Total Physical Response
The Grammar Translation Method
The Audio Lingual Method
The Communicative Approach
The Functional Notional Method
The Direct Approach
The Reading Approach
The Silent Way
The Community Language Learning Method
Conclusion
From the Paper
"Globalization and the concept of the "global village", has brought about interesting developments in language teaching. It is currently recognized, for example, that contact with one or more natives from foreign countries during an average lifetime is more likely than not. Furthermore, the information age entails that knowledge from across the globe is integrated in the academic world. This implies that not all academic texts will be in English, and that some foreign language skills are necessary to access texts in certain fields. Finally, businesses generally offer expanded opportunities to those who are willing to relocate to foreign countries. The success of such ventures often depends upon an ability to communicate with the target country's native population. The question is therefore not so much whether foreign languages in a curriculum are important, but rather how they should be taught."
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'Bilingual/Bilingue Explication', 2007.
This paper analyzes the poem 'Bilingual/Bilingue', by Rhina Espaillat.
1,746 words (approx. 7.0 pages), 1 source, MLA, $ 56.95
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Abstract
In this article, the writer points out that 'Bilingual/Bilingue', by Rhina Espaillat is an invitation into a young girl's world as she grows up in a Spanish household, yet in an English speaking country. The writer notes that carefully weaving English with Spanish words for emphasis, Espaillat paints a picture of a girl forced to speak Spanish while yearning for English. The truth of the matter is that one cannot force a language out of one's heart, and even though the young girl is forced to speak Spanish in her home, her English words are just as meaningful as her Spanish. The writer maintains that 'Bilingual/Bilingue' is a statement on the flaws of forcing a native language upon someone, or perhaps of excluding a language from someone's life, as in the end it is what is in one's heart that is the true meaning of the language.
From the Paper
"With the problem established, the fourth stanza quotes the father as to what he is intends to do about the problem. He insists for his daughter to speak English outside the home and Spanish within. By maintaining that Spanish be spoken at home, the father is attempting to remain a part of his daughter's life as a Spanish speaker himself. He does not want English coming into his home and have a language barrier between himself and his daughter and establishes the rule. This division of the two languages, however, to the daughter is like dividing her world in two as Spanish and English are both important to her and what follows in the poem is a reaction to the rule her father has established."
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Six Traits Writing System, 2007.
This paper looks at the assessment method used for assessing the writing skills of children in elementary school, known as the six traits writing system.
1,088 words (approx. 4.4 pages), 5 sources, MLA, $ 37.95
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Abstract
The paper discusses the six traits writing system which identifies six common traits of good writing in order to provide an assessment of elementary writing. The paper looks at some commonly agreed upon definitions of the six traits. The paper points out that not all six traits are used by all teachers or across all grade levels, as some traits develop later than others. The paper relates that this system has improved the teaching of writing, because it identifies and defines a more objective manner of assessment.
From the Paper
"The Six Traits Writing System was developed during the 1980s to cope with a situation where assessment of elementary writing was neither standardized nor reliable. The teachers across the country cooperated and devised a system which identified six common traits of good writing. These include: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation (in the 6+1 model). (NW Regional Education Laboratory 2006) The model uses these traits to assess the different characteristics of good writing. The definitions of these traits of good writing are shared and modified as needed, but by using a shared definition of each trait, an easily understandable method of assessment can convey exactly what the assessment means for each child, and enable better teaching of writing skills. The number of traits assessed may vary from four to seven, depending upon the type of writing, the context and the children being assessed."
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Blue Winds Dancing, 2007.
This paper analyzes "Blue Winds Dancing" by Tom Whitecloud.
1,118 words (approx. 4.5 pages), 1 source, MLA, $ 38.95
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Abstract
In this article, the writer notes that symbolic words, phrases, acts, objects and the characters in this story are part of the power that is generated in Tom Whitecloud's narrative. The writer points out that Whitecloud's use of metaphor also is part of what captures a reader's attention to detail. By painting such a lush picture of all the wonderful seasonal changes that are part of fall, by mentioning bears, loons, the tracks in the snow that indicate deer and rabbits have passed through, Whitecloud builds up the drama about the white man and how his "civilization" or "society" has taken over the reins of power. The writer concludes that the author shows that just a nod of the head and a sparking eye are all the communication that is necessary to show that the natural world is alive and well.
From the Paper
"By painting such a lush picture of all the wonderful seasonal changes that are part of fall, by mentioning bear, loons, the tracks in the snow that indicate deer and rabbits have passed through, the chipmunks and squirrels - this all builds up the drama for the fact that the white man and his "civilization" or "society" has taken over the reins of power. White men want Indians to be like "them" - and they are "always dissatisfied" because if you give them a hill they want a mountain. Native Americans just want the world in its lovely simplicity, they want the natural world that has brought them so much peace and happiness."
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Paul Celan's Todesfuge, 2007.
This paper discusses Paul Celan's poem "Todesfuge".
2,457 words (approx. 9.8 pages), 5 sources, MLA, $ 74.95
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Abstract
In this article, the writer notes that 'Todesfuge' or Death Fugue is one of Paul Celan's earliest creations, and, at the same time, one of his best-known works. Roughly speaking, the writer points out that the poem describes the experience of the Holocaust, from one of the horrifying concentration camps. The writer maintains that the most interesting aspect of the poem is however the way in which Celan translates the experience into language. The writer points out that the text has been sometimes criticized because it transposes the hard reality of the Holocaust in a highly aesthetic manner, which seems, at first sight, to divert the attention from the atrocities of death and of the concentration camp. However, the writer concludes that the gist of Celan's Todesfuge is the aesthetic representation of the Holocaust experience and that through symbols and metaphorical oppositions, Celan translates the terrible experience of the Jews during the Nazi regime.
From the Paper
"There is obviously no easy or direct way to talk about such a dehumanizing experience as that of the slow torture that the Jews had to endure in the death camps. Language inevitably fails to convey the horrors by itself. But the language used in Celan's poem, as well as the structure of the text form the core of an artistic experience that translates the reality of the Holocaust in a very effective way. Thus, Celan's Todesfuge reveals the nightmarish Jewish experience during the Nazi regime through its musical form, which superimposes two opposed realities, that of death and that of love and beauty."
"Therefore, the most powerful effect of the text is given by the sharp contrast between two contradictory realities which are united in the structure of the poem through the musical rhythm that imitates a fugue. First of all, the lack of punctuation and the frequent and rhythmical repetitions of the same phrases or metaphors throughout the poem, make the text resemble a fugue."
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Bilingual Children, 2007.
An analysis of the challenges facing special education teachers when teaching at-risk bilingual children.
1,355 words (approx. 5.4 pages), 6 sources, MLA, $ 45.95
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Abstract
This research paper analyzes the specific challenges educators face when teaching bilingual children with special education needs. Specifically, it attempts to address whether early intervention for at-risk bilingual children with disabilities and other handicaps or other specific tools and academic strategies will improve learning outcomes. The paper also provides statistics on the unique challenges educators must address when working with special education bilingual students.
Table of Contents:
Abstract
Introduction
Problem Statement
Background
Preliminary Literature Review
Methods
Theoretical Framework & Data Collection
From the Paper
"Amato & Baca (1989) note that throughout history bilingual education has shifted multiple times, from "nonbiased native-language assessments" to specific services directly related to a student's special needs and bilingual ability (168). Many consider the field of bilingual special education one that is emerging and growing. Baca & Cervantes (1989) note a need for a bilingual special education "interface" exists that incorporates training for special education students and teachers (168). Amato & Baca (1989) observe that certain teacher competencies are clearly necessary for bilingual special education teachers, competencies that must be more clearly defined. Neuman & Roskos (1997) and other researchers including Gonzalez-Bueno (2003) suggest promoting literacy among bilingual special education students should be a primary concern for educators. They suggest use of a bilingual alphabet will help facilitate this process."
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Alaskan Language Project, 2007.
A research proposal to study and preserve the Yupik language of the Yupik Eskimo communities in Alaska.
1,307 words (approx. 5.2 pages), 8 sources, MLA, $ 44.95
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Abstract
The paper relates that the continuance and historical understanding of the remaining approximate 200 tribal languages in Alaska is a significant cultural and educational concern for the American Indian and Alaska Native societies. The paper looks at the Yupik language in order to determine how to study and preserve it. The paper presents a research proposal to contrast and compare Yupik tales to other tales from the Native-Americans, the Anglo-Europeans, Africans and the Asians. This would allow an examination of the differences and similarities between cultures.
Outline:
Abstract
Introduction
Literature Review
Research Proposal
From the Paper
"Languages have subtle nuances that cannot be translated. They embody the philosophy of a people. This information is gone when its language disappears. Linguists now believe that half the languages spoken today will disappear within the next century. This is true for some Yupik Eskimo communities in Alaska, where just 20 years ago all of the children spoke Yupik. Now, the youngest speakers of Yupik in some of these communities are in their 20s, and the children speak only English (Robins; Alaskan Native Language Center)."
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African Novels, 2007.
An analysis of the debate over which language should be used to write a book about an African country or experience.
1,493 words (approx. 6.0 pages), 11 sources, MLA, $ 49.95
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Abstract
This paper discusses the debate over whether African authors should write their original books in their native language when relating the African experience. It discusses whether this adds to the experience of the book and if writing it in English causes it to lose its cultural identity. The paper specifically looks at the debate from the points of view of Kenyon author Ngugi Wa Thiongo'o and his Nigerian contemporary Chinua Achebe.
From the Paper
"Sullivan (81) concludes her article on the language debate between such authors as Ngugi and Achebe and whether or not books should be written in the native language or that of the colonist by looking at the way the world is changing today and in the near future. First, she states that monolingualism has never been as usual in Africa as it is in Europe. Thus, Africa may best serve its own interests by giving people the opportunity to develop the personal language portfolios they will anyway continue to acquire. Multilingualism can be seen as a potential strength, not a divisive factor. English only one of the many languages in which Nigerians choose to express themselves."
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Whorfian Hypothesis, 2007.
An analysis of the relevance of the Whorfian Hypothesis (WH) to language learning.
3,802 words (approx. 15.2 pages), 12 sources, MLA, $ 104.95
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Abstract
This paper discusses the relevance of the Whorfian Hypothesis (WH) - also referred to as the Sapir-Whorf hypothesis - to language learning, in particular for the person who learned (or is learning) English as a second language. It looks at how there are conflicting views on the meaning of and application of WH - and on the value of this hypothesis about language. It reviews the available literature on the subject and offers value judgments on the significance of WH in various applications and learning environments.
From the Paper
"The operating hypothesis put forward was that a movie created entirely by this group might reveal "aspects of cognition and values that may be inhibited, not observable, or not analyzable" when the process of investigation relies on "verbal exchange" conducted in the language of the investigator. Moreover, producing film images then sequencing those images by editing, cutting and pasting, just might help researchers understand better the WH. Another operating theory here is that by treating the visual as though it were a language, and then following up by comparing the two "linguistic structures" (visual and verbal) - believing that both make statements about cognition and culture "across two modes" - may provide a context in which the Whorfian manner comes clearer into focus. "
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