This document summarizes the major phonological changes that occurred between Old English and Middle English, focusing on the changes that took place in the London dialect. It describes changes in consonants such as the simplification of consonant clusters and the voicing of initial consonants. Vowel changes included the unrounding and merger of certain vowel sounds, diphthongization, lengthening and shortening processes, and the leveling of unstressed vowels. The London dialect, with influences from Northern and Southern varieties, eventually became the standard form of English due to London's importance and central role.
A major change in the pronunciation of vowels took place in England between 1400- 1700. It was limited to only the English language. This presentation explains eight steps that led to the complete vowel shift.
A major change in the pronunciation of vowels took place in England between 1400- 1700. It was limited to only the English language. This presentation explains eight steps that led to the complete vowel shift.
Detailed description of Middle English Period including vowel and consonant changes, inflectional endings, loss of grammatical gender and French influence in English language.
Detailed description of Middle English Period including vowel and consonant changes, inflectional endings, loss of grammatical gender and French influence in English language.
The 8th PPT presentation on the History of Language. This is for pages 118-127 of the Old English chapter.
Thank you both Mohanad Al Harbi and Saud Al Otaibi for your efforts.
Another version of the 10th PPT presentation on the History of Language. This is for pages 134-140 of the Middle English chapter.
Thank you both Abdulrahman Alkalaf and your team for your efforts.
Another version for the presentation on the History of Language. This is for pages 128-133 of the Old English chapter.
Thank you Metaib Al Zahrani, Mohammed Al Qarni, and Ahmad Al Otabai for your efforts.
The 7th PPT presentation on the History of Language. This is for pages 108-118 of the Old English chapter.
Thank you both Ibrahim Abo Himed and Mohammed Aldossary for your efforts.
This is the 12th PPT for the History of English course. This covers the pages 151 - 158 of the Middle English chapter. Thank you to the presenters for their time and effort.
This is the 13th PPT for the History of English course. This covers the pages 158 - 163 of the Middle English chapter. Thank you for the presenters for their efforts.
The 10th PPT presentation on the History of Language. This is for pages 134-140 of the Middle English chapter.
Thank you both Sater Al Luhidan and your team for the great efforts.
This mission aims in analyzing the various varieties of English on the basis of national boundaries. English is
the most widely-spoken language in the world, having the different status of being the official language of
multiple countries. Though the English language is uniform with important variations in spelling current
between American English and British English, the dialect or accent is usually the element which allows one to
distinguish the various types of English out there. Like most languages, there are varieties of English also, but
the distinction isn't quite as notable as you might see in other languages.In the thick Ugandan English into the
French-themed Canadian British, the assortments of accents gift are equally diverse and beautiful. Aside from
accents, there is a tendency for individuals to combine English with their regional lingo to create a hybrid
variety of English language that's as colorful as the culture within that nation.
The 6th PPT presentation on the History of Language. This is for pages 102-108 of the Old English chapter.
Thank you both Abdullah Bin Jammaz and Ruibby Alqhtani for your work.
A power point presentation on Middle English by the students of English dept. at Metropolitan University, Sylhet.
Pulak Barua Ex Lecturer Dept. of English Metropolitan University, Sylhet, Bangladesh
Old English LiteratureOld English (Ænglisc, Anglisc, Englisc) or Anglo-Saxon[2] is the earliest historical form of the English language, spoken in England and southern and eastern Scotland in the early Middle Ages
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The 5th PPT presentation on the History of Language course. Thanks to Faisal Al Shehri and Ahmad Al Mansoor who made this. This is for pages 95-102 of the Old English chapter.
Thank you both for your efforts.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. 1- THE RISE OF A LONDON
STANDARD
2-CHANGES IN PRONUNCIATION
A-The Principal Consonantal Changes B-The middle English Vowels
C- Changes in Diphthongs D- The Lengthening & Shortening of Vowels
E-The Leveling of Unstressed Vowels F-The Loss of Schwa in Final Syllables
2. Inasmuch as there is writing in all dialects , it is necessary to take some account of the dialectal diversity
of Middle English . The Northern dialect corresponds roughly to OE Northumbrian. The Midland
dialects, subdivided into East Midland and West Midland , correspond roughly to OE Mercian. The
southern dialect, spoken south of the Thames, corresponds roughly to West Saxon, with Kentish a
subdivision.
The type of speech of London essentially East Midlandish in its characteristics with Northern and
southern influences , should in time have become a standard for all of England .
London had for centuries been a large (by medieval standards), prosperous, and hence important city .
3. Until the late fifteenth century, authors wrote in the dialect of their native regions–the authors of
Sir Gawain & The green Knight and of Piers Plowman in the West Midland dialect ; the authors of
The Owl & the Nightingale , of the Ancrene Riwle , and of the Ayenbite of Inwit in the Southern
dialect ; the author of the Bruce in the Northern dialect; and John Gower & Geoffrey Chaucer in
the East Midland dialect.
Standard Modern English - both American and British – is a development of the speech of
London.
Throughout this chapter , the focus of attention is on the London speech that is the ancestor of
standard Modern English.
The term Middle English is used here to refer to the language of the East Midland area , specifically
of London.
4. 2 - Changes in Pronunciation
A- The Principal Consonantal Changes :
Throughout the history of English the consonants have remained relatively stable.
The old English consonant sounds written b,c,d,f,h,k,l,m,n,p,r,s,t,w,x remained unchanged in Middle English.
Important spelling differences occur.
The more important changes in consonant sounds (except g) :
1-The Old English sequences hl, hn, and hr (as in hleapan ‘to leap’ hnutu ‘nut’ and hraδor ‘sooner) were
simplified to l,n and r.(as in lepen,nute rather). Hw , written wh in ME then reduced to w.
2-The OE g after l or r became w, as in halwen ‘to hallow’
3-Between a constant (s or t) and a back vowel (w) was lost , as in tō ‘two’ (OE twã)
4-in unstressed syllables , -ch was lost in late ME ,as in –ich (OE ic)
5- Before a consonant, v was lost in a few words like hed (heud from OE heafod)
6-OE prefix ge- became i- , as in iwis (OE gewiss)
7-Final inflectional n was gradually lost , as in mÿ fader (OE mīn fæder)
8-In the southern dialect, including Kentish, initial f,s and þ were voiced.
9-Many words were borrowed from Old French , beginning with v , e.g (visit).
10-Initial (θ) in words usually unstressed , e.g(this , the) was voiced to (∂).
5. B-The Middle English Vowels :
The old English long vowel sounds ē, ī, ō and ū remained unchanged in ME although their spelling altered .
Except for OE æ and y , the rest of the vowels underwent the following changes :
1-OE ŷ underwent unrounding to (ī) in the northern and the East Midland areas.
2-In the northern and East Midland areas OE y was unrounded to i, exactly as ŷ was unrounded to ī in the same
areas.
3-OE â remained only in the North (hâm ‘home’) , becoming (ē) , as in hame and rape in Modern Scots.
4-OE ǽ became ME (έ) .Both (ē) and (έ) were written e and ee in ME.
5-OE short æ fell together with short a and came to be written like it in Middle English : OE glæd – ME glad.
6. C- Changes in Diphthongs :
The diphthongal system changed radically between OE and ME. The old diphthongs disappeared and a number
of new ones (aı,eı,au,ɔu,εu,ıu,ɔı,uı) developed :
1-The OE long diphthongs ēa ēo underwent monophthongization .In ME became έ and ē .
2-In early ME , two new diphthongs ending in the offglide (ı) , (aı) and (eı)- developed from OE sources .
3-Four new diphthongs ending in the off-glide (U) or (u)-(aU),(ɔU),(εU)and (ıU)- also developed from OE sources.
4-Two ME diphthongs are of French origin, entering English language in the loanwords borrowed from the French-speaking
conquerors of England.They are ,ɔı and uı .
7. D-The Lengthening and Shortening of Vowels:
There were some important quantitative changes , changes in the length of vowels:
1-In late OE times originally short vowels were lengthened before mb,nd,ld,rd and r∂.This lengthen
frequently failed to maintain itself, and by the end of ME period it is to be found only in I and o
before mb , in I and u before nd , and generally before ld.
2-In short a , e and o were lengthened when they were in open syllables ,that is, in syllables in which
they were followed by a single consonant plus another vowel, e,g ba-ken ‘to bake’.
3-Conversely , beginning in the OE period , originally long vowels in syllables followed by consonant sequences
were shortened.
4-Vowels in unstressed syllables were shortened .Lack of stress on the second syllable of (wisdom) accounts for
its ME shortening from the OE dom.
8. E- The Leveling of Unstressed Vowels :
The most significant of all developments in the language occurred with the falling
together of a ,o and u with e in unstressed syllables , all ultimately becoming (∂) .
*check the picture p.150
F- The Loss of Schwa in Final Syllables:
The leveled final e (∂) was gradually lost in the North in the course of the thirteenth century
and in the Midlands and the South somewhat later.