| Papers [134-152] of 485 :: [Page 8 of 26] | | Go to page : <— 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 —> | |
|
|
Seizures, 2004.
An analysis of various seizure disorders and the relation to communication problems.
1,322 words (approx. 5.3 pages), 12 sources, MLA, $ 44.95
»
Click here to show/hide summary
Abstract
This paper claims that in discussing various seizure disorders, a common thread in much current research concerns communications issues. The paper contends that as a measure of impairment following head injury, concomitant with head injury or any other focal neural deficits, it is apparent that language is a key element. The paper examines the effects of various brain injuries and attendant physical factors such as aphasia and focal neurological deficit for all age groups, from early childhood to old age. The paper explores the reason behind the use of language, its acquisition, delay or impairment as the tool most often used to make assessments.
Outline
Abstract
Introduction
General Studies
Neurological Factors in Language Acquisition
Head Injury Studies
From the Paper
"Maratsos and Matheny conducted studies to develop information abut language specificity and elasticity related to various neurological conditions. They devoted an enormous amount of time and effort to an exhaustive investigation, based on their hypothesis that "Language is currently the highest human mental function for which faculty-specific biological programming seems plausible (Fodor 1983, quoted by Maratsos and Matheny 1994). They drew into their investigation commentary from other disciplines, notably concepts developed by Noam Chomsky, who stressed "the putative independence of language as a functioning mental faculty" and Fowler who proposed that "one cannot conduct language development research without at least acknowledging the hypothesis that language is acquired, processed, and represented independently of other cognitive domains" (Maratsos and Matheny 1994). "
| |
|
Learning Arabic in English, 2005.
An in-depth study at the method of using English as a first language to teach Arabic as a second language.
18,352 words (approx. 73.4 pages), 85 sources, MLA, $ 249.95
»
Click here to show/hide summary
Abstract
This study explores elementary Arabic heritage students' use of English as a first language (L1) to learn Arabic as a second language (L2). Far from being restricted to "good language learners" or certain corners of academia, L2 acquisition and learning occurs in a wide variety of settings. The literature review is divided into three major parts. The first part is a concise history of Arab immigration to the United States. The second part is a short description of the Arabic language, its origins and characteristics. The third section of the literature review explores previous studies and research of the manner in which L1 supports the learning and acquisition of L2.
The basic hypothesis that is tested is as follows: If the students retrogress as they use their first language to learn the second one, it is clear that there is interference in the long run. However, if the students show overall progress in the long run as they use the first language to learn the second one, there is no significant interference. The results of the study predict that students will show overall progress as they use the first language to learn the second one. Finally, the study results have significant implications for future research in languages and teaching methods.
Abstract
Introduction
Literature Review
Part I. Historical Background Surrounding the Arab Immigration
Part II. The Arabic Language
Arabic Language and Identity
Part III. Use of a First Language (L1) to Support the Learning and Acquisition of a Second Language (L2)
Brief Historical Background
Second Language Learners
Mismatch Hypothesis
The Natural Order Hypothesis
The Input Hypothesis
Environmentalist Theory
The Threshold Theory
Underlying Proficiency Hypothesis
Analysis of Literature Review
Arguments against L1 & L2 Learning
Significance of the Study
Data Collection
Study Participants
Methodologies
Procedure
Scheduling
Presentation of Analysis of Results and General Summary of Findings
Interview Analysis
Importance of the Study Results
Conclusion
From the Paper
"Finally, there remain as many questions as answers, such as whether English will ultimately take over advanced education, as well as serving for international communication. Additionally, will the status of Arabic change, will its official role be implemented, and will the Arabic minority maintain their language? It remains to be seen whether language policy and planning are able to effect such a complex situation, whether language decisions can have effects on the social and political context, or whether they are in fact driven completely by external political and economic forces (Spolsky & Shohamy, 1997). We know that the linguistic repertoire of a country is a reflection of a myriad of political, demographic, cultural, religious and economic factors (Spolsky & Shohamy, 1997).
A review of the related research and proposed study reveals that unraveling the sociocultural and political influences on the second language learner is no small task. In addition, there is tremendous variation in the contexts within which both individuals and groups acquire a second language ("The Diversity Kit," 2002). Educators face the challenge of understanding those contexts, what motivates individuals, the relationship between first and second languages, and the academic environment, as well as the different demands placed on the second language learner in a classroom setting ("The Diversity Kit," 2002). Some researchers have posited that teachers understanding of the second language acquisition process will guide their instructional strategies toward ways to accommodate second language learners in their various developmental sequences. "
| |
|
Language and Sexism, 2004.
An analysis of language's role in sustaining inequality between the sexes.
2,975 words (approx. 11.9 pages), 7 sources, MLA, $ 87.95
»
Click here to show/hide summary
Abstract
This paper discusses the role played by language in sexism. The paper examines whether language is the cause of sexism or whether sexism causes certain language. The paper contends that this might be impossible to distinguish, but assesses that language clearly plays a key role in perpetuating sexism and inequality between men and women. The paper claims that sexist language reveals the gender-bias that is pervasive in society. Sexist language takes many forms. From gender-related words used as insults or compliments to the sexualizing of previously gender-neutral words, the paper presents a myriad of examples of how the English language helps foster a chauvinistic society. The paper explores how the normalization of the male and reliance on masculine pronouns and nouns marginalizes the existence of women in society.
From the Paper
"Gender-based words also play a role in maintaining sexual inequality when used in an insulting manner. For example, some of the most pejorative insults in the English language consist of calling a person a derogatory term for a vagina. Not only is the "p" word one of the ultimate insults that a person can levy towards a man, it has also become synonymous with an absolute lack of courage. Given that women use their vaginas to bring forth life, in what is almost universally recognized as an extremely painful process, the fact that a euphemism for the word "vagina" has become synonymous with the word "coward" indicates how language helps perpetuate sexual inequality."
| |
|
English Structure vs. Russian Translation, 2005.
A report on the structure of the English and Russian languages as they pertain to the unique skill of translation.
3,107 words (approx. 12.4 pages), 5 sources, MLA, $ 90.95
»
Click here to show/hide summary
Abstract
This report focuses on differences between the Russian and English languages in terms of word and object meanings, direct translations, sayings, rules in grammar and other critical lexical rules such slang and idiom use.
Introduction
History of Russian in America
Lexicography
Semasiology
Russian Structure
Translation by Dictionary
Conclusion
From the Paper
"The actions of Post World War II Soviet Union and World War II itself were major reasons for Russian becoming a common course in American colleges. Prior to 1940, there were less than twenty universities in America offering Russian language programs and less than fifty percent of those had a true Russian/Slavic department. Other tell-tale signs of the popularity of Russian in American schools can be demonstrated by the fact that there were only three Russian doctoral programs at the time of post World War II Europe. However, relations with the Soviet Union grew as a result of the war which also had the dramatic affect of increasing an interest in the Russian language. The war therefore increased the number of universities in the United States offering Russian to over one hundred ninety in the 1950's."
| |
|
African-American Vernacular English, 2005.
A discussion of the roots and future of African-American Vernacular English (AAVE).
1,458 words (approx. 5.8 pages), 5 sources, MLA, $ 48.95
»
Click here to show/hide summary
Abstract
African American Vernacular English (AAVE) is the dialect of English used by most African-Americans in familiar and informal settings . Although the language spoken by African-Americans in different parts of the United States exhibits some regional variation, the dialect has fairly uniform characteristics. It has a well-formed grammar and an interesting, though controversial, history. Dismissed as 'bad English' by some, it has evoked considerable debate interest among academics and linguists many of whom recognize its importance, especially as a medium of instruction for the African-Americans. This paper explores the origins of AAVE, discusses whether the dialect is a creole, investigates its similarity with other creoles and examines its grammar.
From the Paper
"There is some controversy about the origin of AAVE. Some people believe that the Black people, who were brought to America as slaves, picked up English from the 'English-speaking' Southerners they came in contact with. The proponents of this theory, also known as the dialect hypothesis, note that the AAVE and the English spoken by the American Southerners have many features in common, such as the Southern Vowel Shift, vowel lowering, and double modals. (Sidnell, background) The theory contends that the white Southerners in the 17th century spoke a distinct "Virginian" dialect that had its origins in a family of regional dialects spoken in the south and west of England in counties such as Sussex, Surrey, Hampshire, Dorset, Devon, Wiltshire, Oxford and Gloucester during the 17th century. (Williams, 24) Although the use of such a dialect in polite conversation quickly disappeared in England by the end of the 18th century, most of its characteristics persisted in the American South. According to this theory, the 'incorrect' English picked up by the Blacks from the Southern whites was passed down through subsequent generations. In other words, this theory (also known as the 'dialect hypothesis') about the origins of AAVE contends that the present form of the dialect is simply "bad English" and has nothing to do with the native, Western African languages of the slaves. In answer to the question as to why this type of English does not currently exist among its originators, the proponents of this theory argue that most people avoid using "bad" English when they get educated. They contend that the Englishmen from the south and west counties of Britain and the white Southerners discontinued the use of such an 'incorrect' form of English after being educated; the African Americans continued to persist with such 'bad' as they did not benefit from similar education. (Ibid.)"
| |
|
The Bilingual Education Act, 2005.
A discussion of the act and its problems.
2,415 words (approx. 9.7 pages), 6 sources, MLA, $ 73.95
»
Click here to show/hide summary
Abstract
This paper looks at the social problems that surround the the Bilingual Education Act. It examines whether it was an anti-poverty measure to overcome the educational disadvantage of minority students, or, in other words, to cure the academic problems caused by limited proficiency in English. It also questions whether it was an anti-discrimination tactic to make the curriculum more accessible to limited-English-proficient (LEP) students. Looks at a few cases in the educational systems history, which challenged this act also.
Outline
Introduction
Content of Title VII
Lau v. Nichols
Immediate Implications of the Lau Decision
Post-Decision Discussion of Lau v. Nichols
Effects of Lau v. Nichols on School Districts
Effects of Lau v. Nichols in the Classroom
From the Paper
"Viewing the current state of partisan politics and partisan factions concerning everything from the arts to education to security of the state, it is difficult to believe that when Lyndon B. Johnson was president of the United States, a law with vast power to alter American society was made law without a single dissenting voice (Crawford, 1998, p. 50+). That law was The Bilingual Education Act, also known as Title VII, Equal Education Opportunities Act, and Title VII of the Elementary and Secondary Education Act. However, since that time, there has been dissent in abundance, with some states attempting to virtually neutralized the law's effects."
| |
|
English as a Second Language, 2004.
An analysis of learning English as a second language in the California elementary school system.
1,777 words (approx. 7.1 pages), 5 sources, MLA, $ 57.95
»
Click here to show/hide summary
Abstract
This paper discusses the significant issue of learning English as a second language in the California elementary school system. The paper contends that ensuring that all California students learn both English and academic content has proved to be a challenging task, and there are many opinions regarding the most appropriate means of achieving this goal. The paper examines some of these opinions.
From the Paper
"Research indicates that almost a quarter of the kindergarten through twelfth grade students in California cannot function academically in English, and thus have been termed "English Language Learners (ELL) (E-Source Online, 2005)." The number of students who still need to learn English has more than doubled in the past ten years (E-Source Online, 2005). Not all of them are immigrants, as some were born as American citizens to parents who are not fluent in English. Although nearly 40 percent are in Los Angeles County, the impact of the increase in non-English speaking pupils affects schools just about everywhere in the state (E-Source Online, 2005). Two-thirds of the current English language learners are in grades K-6, and the other third are in grades seven through twelve. The educational needs of the younger children who must learn to read as well as learn a new language must be addressed in the most effective way possible."
| |
|
"Racism in the English Language", 2004.
A review of the essay, "Racism in the English Language," written by Robert B. Moore.
1,213 words (approx. 4.9 pages), 1 source, MLA, $ 41.95
»
Click here to show/hide summary
Abstract
This paper discusses and analyzes the essay, "Racism in the English Language," by Robert B. Moore. The paper focuses on the statement that language influences Western thought from the first moment we learn it. The paper illustrates, through this enlightening essay, that the English language is peppered with racial stereotypes and slurs, even in words and phrases that seem quite harmless. The paper questions whether it is intentional that many English words and phrases were created with subtle references to black as "bad" and white as "good" or whether they are simply a result of long repressed and unconscious thoughts and feelings about the races.
From the Paper
"In the "Wrap-Up," the author states, "Negative language infects the subconscious of most Western people from the time they first learn to speak. Prejudice is not merely imparted or superimposed. It is metabolized into the bloodstream of society" (Moore 474). This statement is thought provoking because it makes the reader stand back and look at the subconscious ways language has affected our beliefs and ideas from the first time we could listen and speak. This is interesting and yet frightening at the same time. If it is true, that language "colors" our vision subconsciously from the beginning of life, then it also seems to imply that we really have no chance of every overcoming prejudice and racial bias in Western society, for the thoughts are too ingrained and run too deep. No matter how much we try, there will still be inherent prejudices that are too big to overcome."
| |
|
James Baldwin on Black Language, 2005.
An analysis of James Baldwin's essay, "If Black English Isn't a Language, Then Tell Me, What Is?"
933 words (approx. 3.7 pages), 1 source, MLA, $ 33.95
»
Click here to show/hide summary
Abstract
This paper looks at the argument presented by James Baldwin in his essay, "If Black English Isn't a Language, Then Tell Me, What Is?". The paper discusses the logical soundness of the author's case by examining his line of reasoning and his use of evidence. Paying attention to writing style, structure of the argument, evidence provided, and what is inferred by his use of tone, this paper examines Baldwin's message.
From the Paper
"The argument comes down to the issue of experience. Without experience language cannot be powerful. Where does this leave Black Language? He appeals to the reader by providing an example. He worries that English will remain white even after the education of black children. Does this halt the emergence of Black English? "A child cannot be taught by anyone whose demand, essentially, is that the child repudiate his experience, and all that gives him sustenance, and enter a limbo in which he will no longer be black" (Baldwin, par. 10). Baldwin argues it does but that Black Language continues to evolve anyway."
| |
|
Sex Differences in Language, 2005.
Examines the difference between the linguistic capabilities of men and women.
1,303 words (approx. 5.2 pages), 3 sources, APA, $ 43.95
»
Click here to show/hide summary
Abstract
Numerous studies conducted over the years have suggested that females are more adept than males with regard to their vocal ability. This paper proposes that females have better linguistic abilities because they are both biologically more suited to language capability and because society has influenced women in a manner that dictates that they should have more linguistic ability.
From the Paper
"For years researchers have sought to explain the sex differences that occur in language and human behavior (Joseph, 2000). Human females time and time again have proven to excel over their male counterparts with regard to language tasks and verbal abilities (Joseph, 2000). Females are generally credited with having more ability to express themselves from a social-emotional perspective and tend to vocalize more often among one another than males in groups or pairs (Joseph, 2000)."
| |
|
"The Structure of Scientific Revolutions", 2004.
An analysis of Thomas Kuhn's "The Structure of Scientific Revolutions" and its influence on postmodern art.
2,918 words (approx. 11.7 pages), 13 sources, MLA, $ 86.95
»
Click here to show/hide summary
Abstract
This paper discusses Thomas Kuhn's famous work, "The Structure of Scientific Revolutions," in an attempt to trace the connections between the theory of scientific paradigm creation and shift and the development of modern and postmodern thinking in the arts. This particularly refers to Kuhn's influence on post-structural philosophy and language theory. The paper traces some of these connections and indicates to what extent Kuhn's major work has been influential and connected to the modern artistic and linguistic movements. The paper contends that, in order to show the linkage clearly between Kuhn's theories and modern art, his work cannot be understood outside of the broader historical context in which it was written.
From the Paper
"What Kuhn hypothesized in The Structure of Scientific Revolutions was that scientific thought and theory did not progress in a consecutive linear fashion. New concepts or theoretical paradigms came about in a non-sequential and sudden fashion and were not coterminous or even necessarily theoretically related to the previous scientific paradigm. The following is a very simplistic outline of his theory but it encompasses the central tenets and aspects that made his work so influential. Firstly, science had been based on presumptions of certainty and objective infallibility. The central concept that characterized classical science was that it was a normative and sequential progression of knowledge and understanding of reality."
| |
|
Speeches, 2004.
A comparison of two of the most famous speeches in history, Thomas Jefferson?s ?Declaration of Independence? and Martin Luther King?s ?I Have a Dream?.
858 words (approx. 3.4 pages), 4 sources, MLA, $ 30.95
»
Click here to show/hide summary
Abstract
This paper discusses two famous speeches in the United States calling for freedom: Thomas Jefferson's ?Declaration of Independence? and Martin Luther King?s ?I Have a Dream?. The paper compares the two speeches from a structural point of view and describes the differing content. The paper explains the different audiences targeted by each speech.
From the Paper
"The intended audience affected how each man wrote his statement. Jefferson used elaborately structured language, because his message was to the upper class and royalty of England. For instance, his opening sentence starts, ?When, in the course of human events, it becomes necessary for one people to dissolve the political bonds which have connected them with another ...?. This sentence contains seventy-one words. By comparison, King?s audience was the entire United States. His opening sentence is only seventeen words and immediately refers to the main issue directly by mentioning the Emancipation Proclamation. Jefferson?s speech continues with complex vocabulary and extremely long sentences, while King? speech is almost like poetry in some places, creating clear images and using language that is easy to understand and to listen to. This is why we call it the ?I have a dream? speech. That simple sentence resonates in the speech and communicates his intent very clearly."
| |
|
Bilingual Education, 2004.
An analysis of the controversy over the concept and practice of bilingual education.
2,950 words (approx. 11.8 pages), 9 sources, MLA, $ 87.95
»
Click here to show/hide summary
Abstract
This paper discusses the controversy surrounding bilingual education. The paper explores the stance taken by politicians on this issue and contends that, since the issue is within the educational system and within the schools themselves, it only makes sense that the solution will be found there and not in the halls of state or federal government. The paper presents the opinions of those who support bilingual education and of those who oppose it.
From the Paper
"The controversy over the concept and practice of bilingual education is hardly new. Although most people trace the beginnings of the debate to the 1970?s Supreme Court finding that non-native English speakers (particularly new immigrants), were not receiving the equal education guaranteed them by the law (CPJ, 1997), the debate has actually long been a part of United States History. Interestingly, however, most American voters have little knowledge about the long history of bilingual education, and instead somehow imagine that the best and only ?logical? way to immerse new immigrant students into the ?mainstream? is to immediately place them in an all English setting. Although this is the view of many, it is particularly telling that large numbers of politicians and political parties jump on the bilingual bandwagon-either for or against, seemingly pointing to a larger issue of the importance of ?assimilation? that has nothing to do with academic success."
| |
|
Mathematics Instruction in English in Bilingual Classrooms, 2005.
Research proposal for examining the effects of mathematics instruction in English in bilingual classrooms.
2,211 words (approx. 8.8 pages), 14 sources, APA, $ 68.95
»
Click here to show/hide summary
Abstract
This paper proposes a research project that would examine the effectiveness of English instruction of mathematics on Second Grade ELL (English language learners) students as compared to the effectiveness of instruction in their native language. The proposal is in response to the controversy surrounding the issue of how best to teach mathematics to children from non-English-speaking backgrounds, since it has been found that the best way for children to learn to use mathematics to organize, understand, compare, and interpret their experiences is by making a connection between mathematics and their everyday lives. The paper examines whether ELL students should be taught how to make this connection in their native language with gradual exposure to English in language classes, or whether they should be immersed in English as early as possible. The paper includes an annotated bibliography and an observation checklist of lessons taught in class.
Introduction
Setting
Problem/Issue
Research Question
Hypothesis
Methodology
Subjects
Instrumentation
Significance of the Study
From the Paper
"Mathematics is a powerful tool for interpreting the world. Research has shown that for children to learn how to use mathematics to organize, understand, compare, and interpret their experiences, mathematics must be connected to their lives. Such connections help students to make sense of mathematics and view it as relevant. There has, however, been controversy with regard to children from non-English backgrounds and the best ways to get them to make those connections. Questions are raised regarding how to instruct these children who are referred to as English language learners (ELL?s). Should they initially be taught in their native language with gradual exposure to English in language classes, or should they be immersed in English as early as possible."
| |
|
"Mother Tongue", 2004.
A review of Amy Tan's essay, "Mother Tongue," discussing the English language.
1,380 words (approx. 5.5 pages), 1 source, MLA, $ 46.95
»
Click here to show/hide summary
Abstract
This paper discusses and analyzes the essay, "Mother Tongue," by Amy Tan. The paper describes how the author uses rhetorical strategies to make her argument, while critiquing cultural standards. The paper states that Amy Tan writes of the different forms of English she uses in her life and illustrates the myriad ways that people express themselves, depending on their audience and their needs.
From the Paper
"Throughout Amy Tan's essay, she compares the English she uses everyday, to the English she uses with family and close friends. She uses the English she has learned as a tool to express the stilted English that makes up her cultural memories and the words of her mother. She writes, "But to me, my mother's English is perfectly clear, perfectly natural. It's my mother tongue. Her language, as I hear it, is vivid, direct, full of observation and imagery. That was the language that helped shape the way I saw things, expressed things, made sense of the world" (Tan). Therefore, some of Tan's earliest memories include memories of her mother's stilted English, which is both comforting and cultural to her. She knows her mother's education and ideas are not stilted, but also recognizes that her limited way of speaking might make her appear "limited" or less than perfect to other listeners."
| |
|
Bilingual Education Methods, 2005.
An examination of five methods in education used to teach bilingual language skills.
2,016 words (approx. 8.1 pages), 5 sources, MLA, $ 63.95
»
Click here to show/hide summary
Abstract
This paper examines five methods of bilingual education methods. These are the audiolingual method, the Total Physical Response method (sometimes referred to in the literature as TPR), the Silent Way Method, the natural approach method, and the Soviet-inspired ?Suggestopedia? method. The writer explains that each of these has been relatively influential in various parts of the world, and many successful bilingual programs today use derivatives of one of these methods or draw elements from each to compose spin-off styles.
From the Paper
"Once upon a time, perhaps, the art of teaching was relatively strait-forward. Each teacher used their own style, or that which had been handed down to them by those they learned from. While certainly a certain degree of theory has always been involved in teaching (after all, the so-called Socratic method of teaching was debated centuries before the birth of Christ, and is still cropping up as a controversial pedagogy), it was not until very recently that a great deal of academic attention was turned not just to the subject matter in schools, but to the way in which they were taught. Even so, the methodology of teaching second languages, as a separate study from general pedagogy, is even more recent. ?The designer methods emerged in the 1970's, a period of great enlightenment as many would describe.? (Brown, 1994) According to Jack Richards (2001), ?The method concept in teaching -- the notion of a systematic set of teaching practices based on a particular theory of language and language learning -- is a powerful one, and the quest for better methods was a preoccupation of many teachers and applied linguists throughout the twentieth century.? "
| |
|
Egyptian and Mayan Writing, 2004.
This paper discusses the history of Egyptian and Mayan writing.
1,740 words (approx. 7.0 pages), 18 sources, MLA, $ 56.95
»
Click here to show/hide summary
Abstract
This paper explains that the Egyptian language is one of the first languages to be put into written form by using hieroglyphics, a system that used symbolic pictures. The author points out that the ancient writing systems of Mesoamerica can be traced back to the cliff paintings by North American Indians in the desert Southwest. These are known as petroglyphs because they are written on stone. The paper relates that the Mayan languages were lost due to the European invasions, and early Egyptian writing was absorbed into Coptic and replaced by Arabic.
Table of Contents
Egyptian Writing
Mesoamerica (MAYA)
Development of scripts. Egyptian
Development of Scripts. Mayan
Why Are Those Two Written Languages Not in Use Anymore?
Conclusion
From the Paper
"Recently, Egyptian writing dating to 3,300 B.C. has been discovered. A German archaeologist has claimed that he has found what could be the earliest known human writing - records of linen and oil deliveries made about 5,300 years ago during the reign of a King named Scorpion in Southern Egypt. The discovery throws open for debate a widely held belief among historians that the first people to write were the Sumerians of the Mesopotamian civilization sometime before 3,000 B.C.."
| |
|
Communication Skills, 2004.
A discussion on the importance of having effective communication skills in business.
1,321 words (approx. 5.3 pages), 7 sources, MLA, $ 44.95
»
Click here to show/hide summary
Abstract
This paper looks at gender-based differences in effective business communication. The writer points out that, just as men and women have different characteristics in other areas, so too is this evident in how they communicate in the workplace, not only in the words they use, but how they express those words. The paper also looks at the difference between good and poor communication skills in general.
From the Paper
"Persuasive speech, especially, requires the ability to listen actively to opposing positions with a degree of intellectual flexibility that enables the speaker to synthesize a follow-up position capable of being integrated into an intellectually valid counterargument (Ehrlich, 1993). In this regard, anticipation of possible counterpoints is crucial to success, since the only alternative for the unprepared speaker is the choice between a potentially damaging off-the-cuff, spontaneous response and continuing with a scripted argument that has already been effectively challenged."
| |
|
Sociolinguistics, 2004.
A review of two articles on the spread of the English language and its historical and current uses.
3,128 words (approx. 12.5 pages), 2 sources, MLA, $ 91.95
»
Click here to show/hide summary
Abstract
This paper examines two articles, both purporting to deal with the issues of the globalization of English. It looks at how Alastair Pennycook, author of ?Images of the Self: Our Marvellous Tongue?, has a much more benevolent attitude toward the globalization of English than does Edwin Thumboo, whose scholarly article, ?Closed and Open Attitudes to Globalised English: notes on issues?, was published in 2003.
From the Paper
"Pennycook contends that the tremendous reach of English gave rise to an increase in the study of the language (1998). It seems a fatuous contention. Naturally, anything that is widely spread will be encountered by more people and likely studied by them. But he had a reason; he was leading up to his extensive, if sometimes rambling, discussion of the ways in which the culture of the English and the cultures their language encountered carried influence back and forth. Indeed, he goes to far as to posit that the studies of English that had become so prevalent were not engendered by the English themselves, but rather have their origins in the colonial context rather than in what is often assumed to be their provenance in Britain itself (1998 p. 131)."
|
|
|