Member of group:
1. Shinta Artha Gracia (21202244046)
2. Suci Aulia Puteri Gusna (21202244049)
3. Farhan Alzi Putra (21202244122)
References:
1. Wardhaugh, Ronald and Fuller, M. Janet (2015), An introduction to Linguistics, John Wiley & Sons, inc
2. Holmes, Janet and Wilson, Nick. (2017), An introduction to Linguistics, Rutledge.
Member of group:
1. Shinta Artha Gracia (21202244046)
2. Suci Aulia Puteri Gusna (21202244049)
3. Farhan Alzi Putra (21202244122)
References:
1. Wardhaugh, Ronald and Fuller, M. Janet (2015), An introduction to Linguistics, John Wiley & Sons, inc
2. Holmes, Janet and Wilson, Nick. (2017), An introduction to Linguistics, Rutledge.
Member of group:
1. Shinta Artha Gracia (21202244046)
2. Suci Aulia Puteri Gusna (21202244049)
3. Farhan Alzi Putra (21202244122)
References:
1. Wardhaugh, Ronald and Fuller, M. Janet (2015), An introduction to Linguistics, John Wiley & Sons, inc
2. Holmes, Janet and Wilson, Nick. (2017), An introduction to Linguistics, Rutledge.
Language teaching can be described as teaching people a foreign language so that they can understand and speak the language. The goals of ELT or language teaching are both far-reaching and highly individualized. This is because most of the answers on why
a person would like to learn a second language come
from the individuals involved. Although most of the
reasons may be individualized, some of the reasons are
universal. These include the idea that English language
is one of the global languages spoken in a large number
of countries worldwide. From a general perspective,
people cite various reasons for learning this language
that include but not limited to the future of one’s career,
travelling reasons especially in countries that speak
English, to gain a better comprehension of the ways of
life experienced in the countries where the language is
spoken, and to be able to live in a country where the
language is spoken.
The external goals relate to the usage of the
learnt language outside of the classroom context. This
could be usage of the language while travelling around
or when using the language in trains. It can also be seen
when an individual attends lectures in another country
or when surviving in a country as a refugee. These contexts represent the usage of a language to fulfill the external category. On the side of the internal category, the
goals are related to the individual’s mental development. After learning the second language, the individuals may begin thinking differently, start approaching
language from a different perspective, and become better citizens because of the effects of learning a new language. This is because a new language can have diverse
effects on the learners’ minds (Nunan and David 48-52).
While the L1 language may train the brain, the L2 can
increase the individual’s awareness. In most instances
and for most individuals, external reasons dominate the
language teaching methodology. Self-development is
also a key reason of learning a second language.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Member of group:
1. Shinta Artha Gracia (21202244046)
2. Suci Aulia Puteri Gusna (21202244049)
3. Farhan Alzi Putra (21202244122)
References:
1. Wardhaugh, Ronald and Fuller, M. Janet (2015), An introduction to Linguistics, John Wiley & Sons, inc
2. Holmes, Janet and Wilson, Nick. (2017), An introduction to Linguistics, Rutledge.
Language teaching can be described as teaching people a foreign language so that they can understand and speak the language. The goals of ELT or language teaching are both far-reaching and highly individualized. This is because most of the answers on why
a person would like to learn a second language come
from the individuals involved. Although most of the
reasons may be individualized, some of the reasons are
universal. These include the idea that English language
is one of the global languages spoken in a large number
of countries worldwide. From a general perspective,
people cite various reasons for learning this language
that include but not limited to the future of one’s career,
travelling reasons especially in countries that speak
English, to gain a better comprehension of the ways of
life experienced in the countries where the language is
spoken, and to be able to live in a country where the
language is spoken.
The external goals relate to the usage of the
learnt language outside of the classroom context. This
could be usage of the language while travelling around
or when using the language in trains. It can also be seen
when an individual attends lectures in another country
or when surviving in a country as a refugee. These contexts represent the usage of a language to fulfill the external category. On the side of the internal category, the
goals are related to the individual’s mental development. After learning the second language, the individuals may begin thinking differently, start approaching
language from a different perspective, and become better citizens because of the effects of learning a new language. This is because a new language can have diverse
effects on the learners’ minds (Nunan and David 48-52).
While the L1 language may train the brain, the L2 can
increase the individual’s awareness. In most instances
and for most individuals, external reasons dominate the
language teaching methodology. Self-development is
also a key reason of learning a second language.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Language Choice in
Multilingual Communities
Group Members:
Jasmine Fadhillah Zahra (21202244043)
Ummi Insani Rochimah (21202244050)
Farah Nasifah (21202244057)
2. Bilingualism
-Definition
-The Causes of Bilingualism
-The Benefits of Bilingualism
-Individual and Societal
Bilingualism
Multilingualism
-Definition
-The Cause of Multilingualism
-Example
Diglossia
-Definition
-Example
-The difference between high and low
varieties
-Diglossia and solidarity and power
Table of Contents
01
03
02
4. Definition of Bilingualism
Bilingualism refers to an individual’s ability to express herself or himself using two different
languages. Bilingualism can be commonly seen in children when the parents speak two languages.
Children of immigrant families also speak more than one language. Children often learn two languages
from two different language contexts. For example, children learn one language at home, and the other
language at school.
People become bilingual for different purposes. Bilingualism can vary from one person to the
other. At the same time, it is not necessary to become fluent in languages under bilingualism. Being
bilingual does not merely mean learning of language. Becoming bilingual means that the person has
experience and knowledge in two different cultural contexts. Bilinguals have the capacity to switch to the
language that they want to speak, and through that, the speaker steps into another culture.
5. The Causes of Bilingualism
1. Choice. Of course, sometimes becoming bilingual is purely motivated by an interest in languages.
2. Geography. The choice is a relatively uncommon reason for becoming bilingual, however. In many
areas of the world small regions are home to several disparate groups speaking different languages,
and being able to function in daily life often means having to learn a second or third language.
3. Migration. When you move to another country, you will have to learn to speak the dominant
language of that country if you want to take part in society.
4. Religious or Professional Reasons. Some religions regard their traditional language to be holy, and
even when they are practices in new areas or when the original language has fallen into disuse, those
seeking to pursue religious studies must still learn the holy language. Similarly, many professions are
dominated by a language and being successful in those fields might require fluency in that language.
6. The Benefits of Bilingualism
Cognitive
Bilingual individuals have very active
and flexible brains, so that bilingual people
can more easily understand concepts and
solve problems, develop strong thinking
skills, use logic, easily focus, remember, and
make decisions, think about languages and
learn other languages.
Learning
Bilingual children benefit academically in
many ways. Because they are able to switch between
languages, they can develop a more flexible approach
to thinking about problems. Their ability to read and
think in two different languagesencourages higher
levels of thinking. People who speak more than one
language appear to be better at ignoring irrelevant
information. Thinking in a second language frees
people from limited thinking.
7. Individual and Societal Bilingualism
Linguists usually distinguish between individual and community bilingualism. The relationship
between individual and societal bilingualism becomes clear when we consider the reasons why certain
individuals become bilingual. Usually the stronger group in society can influence the language use of the
less powerful group. If we take Finland as an example, we find that Sami, Romanians, and Swedes have
to learn Finnish, but Finns do not have to learn these languages.
However, it would be naive to assume that bilingual countries were created more to promote
bilingualism, than to guarantee legal rights to more than one language in a society. We can distinguish
between de facto ("based on facts") and de jure ("according to law") bilingualism. Often there are fewer
bilingual individuals in multilingual or de jure bilingual countries than in countries where bilingualism or
de facto bilingualism occurs. A good example is Switzerland, where territorial unilingualism falls under
federal bilingualism. Although Switzerland is widely cited as an example of successful bilingualism, only
about 6 percent of Swiss citizens can be considered multilingual in the country's four official languages:
German, French, Italian and Romantsch.
9. Definitions of Multilingualism
Multilingualism is the individual ability of a person who can understand and speak many
languages.
The choice of language is determined by context. In a society where more than one
language is spoken, we must find out who is speaking, when, and for what purpose. The
choice of a person's language is part of the social identity that is claimed for the person
himself. In most multilingual settings, there are no strict or explicit guidelines for what
language to speak. People have to choose a particular code whenever they want to talk, and
they can also decide to switch from that code to another code or mix up the code, even in
the sometimes very short utterances. Often, people's attitudes about being multilingual, or
about a particular language, influence how that language is used.
10. The Cause of Multilingualism
Many aspects of a person's life can develop through multilingualism.
Multilingualism is shaped by several different factors, including:
● Politics
For example, the natives of a region invaded by the military must learn the
language of the invaders in order to prosper.
● Religion
An example is a person who wants to live in a country because he wants to
learn the religion and requires them to learn the language of that country.
·
11. The Cause of Multilingualism
● Culture
There is a desire to identify with the culture of a particular social group
which is usually done by learning the language of that group.
● Education
Learning another language may be the only means of obtaining access to
knowledge
● Economy
There is a desire to improve the standard of living that requires working in
other areas so that you have to learn the language in that area
12. Example
Switzerland is widely cited as an example of successful multilingualism, but only
about 6 percent of Swiss citizens can be considered multilingual in the country's
four official languages namely German, French, Italian and Romansch. English
is preferred over other official languages as a second language. Multilingualism
is shaped in different ways depending on various social and other factors that
have to be taken into account. There is no evidence to suggest that
multilingualism is inherently a problematic way of organization, either for
society or for individuals. Because languages and dialects are often powerful
symbols of class, gender, ethnicity, and other types of differentiation, it is easy to
think that language underlies conflict in multilingual societies.
14. Definition
David Crystal in his dictionary defines diglossia as a
situation in which two different varieties of language are
used in the speech community. One is a high variety and
the other is low, so it differs in terms of formality.
.
15. Example
People in Arabic-speaking communities use a variety of Arabic locales at
home or on the road. In universities or mosques, they use a variety of
standards that are very different from the local or vernacular standards.
Ferguson's definition is specific in the sense that it requires that the high and
low varieties belong to the same language as the Arabic high and low
varieties. Some authors have expanded the term to include situations that do
not count as diglossic according to this definition.
16. Example
Another example is Latin, which was used in medieval Europe for religion, education,
literacy, and other honorable reasons while other languages were used informally. A
diglossic circumstance is one in which the spoken and written languages diverge from each
other. Swiss German is the low variant, while standard German is the high type in
Switzerland. Both conventional Haitian and French Creole are spoken in Haiti. This
variant is employed when giving sermons or formal lectures, particularly in front of an
audience in a legislative body, when making political speeches, when reporting news on
radio and television, when composing literature, and in other situations.
17. The variety is used in informal situations such as talking to friends, giving instructions to
workers in low-prestige jobs, and popular programs on radio and folk literature. In 1966 the
French Normans arrived in England, following their victory at Hastings Under William the
Conqueror.
The French-speaking colonizers became the ruling class in England so French was the
language of the nobility, Government, Law, and prestige. It is a variation while English is
considered the only one. This situation continued for three centuries until Chaucer solved it.
In such a case, the H-variety language is the language of the more powerful part of society,
but power is defined.
18. The Difference Between
High and Low Varieties
Apart from the main differences between varieties and regarding the use of one in formal situations
and the other in informal situations, there are other differences. There may be considerable and
widespread resistance to translating certain Books into various L's, for example, the holly Qur'an to
the colloquial variety or the Bible to the Haitian creole.
The majority of literary works are produced in prominent genres, but some are written in genres that
can be read by anybody with a range of expertise. In contrast to Spolsky's assertion that the L variety
has grammar but is simpler than the H variety and has a different vocabulary, Wardhaugh claims that
the L variety has no grammar.
19. Diglossia and Solidarity
and Power
The use of T by equals will convey solidarity. It places the user in a position of
dominance when employed between unequal, and the recipient is expected to answer with
a V. V denotes social distance and mutual respect when used simultaneously. The usage
of high or low varieties is comparable to the employment of T and V in a diglossic
context. L can be used to show solidarity; however, it is occasionally inappropriate to
address those in a higher or remote social position. In South Asia, sacred scriptures were
transmitted orally through a highly organized system.