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This book intends to offer an overview on the English language based on case studies related to linguistics subfields. For that purpose, Chapter I focuses on language variation and change ranging not only from contextual factors, but also its standardisation. Chapter II is, meanwhile, related to English language acquisition. The field of pragmatics is dealt with in Chapter III with a study of the force of the language in advertising. Finally, the strong relation between laguage and gender is included in the final chapter.
This volume offers a selection of papers presented during the 14th International Conference on the History of the Language Sciences (ICHoLS XIV, Paris, 2017). Part I brings together studies dealing with descriptive concepts. First examined is the notion of “accidens” in Latin grammar and its Greek counterparts. Other papers address questions with a strong echo in today’s linguistics: localism and its revival in recent semantics and syntax, the origin of the term “polysemy” and its adoption through Bréal, and the difficulties attending the description of prefabs, idioms and other “fixed expressions”. This first part also includes studies dealing with representations of linguistic phenomena, whether these concern the treatment of local varieties (so-called patois) in French research, or the import and epistemological function of spatial representations in descriptions of linguistic time. Or again, now taking the word “representation” literally, the visual display of grammatical relations, in the form of the first syntactic diagrams. Part II presents case studies which involve wider concerns, of a social nature: the “from below” approach to the history of Chinese Pidgin English underlines the social roles of speakers and the diversity of speech situations, while the scrutiny of Lhomond’s Latin and French textbooks demonstrates the interplay of pedagogical practice, cross-linguistic comparison and descriptive innovation. An overview of early descriptions of Central Australian languages reveals a whole spectrum of humanist to positivist and antihumanist stances during the colonial age. An overarching framework is also at play in the anthropological perspective championed by Meillet, whose socially and culturally oriented semantics is shown to live on in Benveniste. The volume ends with a paper on Trần Đức Thảo, whose work is an original synthesis between phenomenology and Marxist semiology, wielded against the “idealistic” doctrine of Saussure.
Case studies of individual language learners are a valuable means of illustrating issues connected with learning, using, and in some cases, losing another language. Yet, even though increasing numbers of graduate students and scholars conduct research using case studies or mix quantitative and qualitative methods, there are no dedicated applied lin
An examination of how an individual's native language can affect their lifestyle. Topics covered range from maintenance of the mother-tongue and second language learning, to the ideology of language planning theory, to education and language rights.
This report presents country findings from interviews with 15-year-olds, English-language teachers and school principals and wider background research, as well as a comparative chapter on key international insights.
Our differences in language, cultures, and history around the world play a vital role in the way we learn. As technology-based education continues to be used worldwide, there is an ever growing interest in how multiculturalism comes into effect. Multiculturalism in Technology-Based Education: Case Studies on ICT-Supported Approaches explores the multidisciplinary approaches to transculturality and multiculturalism and its influence on technology-based education. This comprehensive reference source is a collection of education cases which investigate transcultural education using theoretical aspects and practical applications inside a technological framework. This book aims to be a reference for university professors, students, and researchers alike.
Why is it that some ways of using English are considered "good" and others are considered "bad"? Why are certain forms of language termed elegant, eloquent or refined, whereas others are deemed uneducated, coarse, or inappropriate? Making Sense of "Bad English" is an accessible introduction to attitudes and ideologies towards the use of English in different settings around the world. Outlining how perceptions about what constitutes "good" and "bad" English have been shaped, this book shows how these principles are based on social factors rather than linguistic issues and highlights some of the real-life consequences of these perceptions. Features include: an overview of attitudes towards English and how they came about, as well as real-life consequences and benefits of using "bad" English; explicit links between different English language systems, including child’s English, English as a lingua franca, African American English, Singlish, and New Delhi English; examples taken from classic names in the field of sociolinguistics, including Labov, Trudgill, Baugh, and Lambert, as well as rising stars and more recent cutting-edge research; links to relevant social parallels, including cultural outputs such as holiday myths, to help readers engage in a new way with the notion of Standard English; supporting online material for students which features worksheets, links to audio and news files, further examples and discussion questions, and background on key issues from the book. Making Sense of "Bad English" provides an engaging and thought-provoking overview of this topic and is essential reading for any student studying sociolinguistics within a global setting.
With increasing numbers of learners in secondary schools having English as an additional language, it is crucial for all teachers to understand the learning requirements of these students and plan distinctive teaching approaches to engage and support them. This book provides school leaders, trainee teachers and qualified teachers with the skills and practical knowledge they need to strengthen the learning outcomes of students for whom English is an additional language. Teaching English as an Additional Language in Secondary Schools sets out realistic ways in which EAL learners can be engaged and stretched in their learning, building on their prior literacy, cultural experiences and language learning. It clearly explains the theory and key research into how additional languages are acquired and offers practical classroom teaching and learning strategies to show teachers how they can help EAL learners to access the curriculum and reflect on their learning through assessments. Features include: tasks to help put the ideas into practice case studies illustrating the key challenges faced by EAL learners summaries of key research findings reflections to encourage deeper thinking. Drawing on the daily experiences of teachers and teaching assistants, this book will be essential reading for all trainee and practising teachers that want to ensure students with EAL fulfil their true learning potential.