The Power of Language Essay examples
Language Essays
Learning Languages Essay
How Language Is Important? Essay
Essay about Learning Languages
The Origin Of Language Essay
Essay on The Power Of Language
THIS IS MY ASSESSMENT ON LGBTQI DISCRIMINATION WITHIN THE COUNTRY I RESIDE. THIS IS MY COMMUNICATION IA AND I HOPE IT HELPS OR GIVES GUIDANCE TO YOU ON YOURS.
ANY NEED FOR HELP OR IF YOU WISH TO SEE THE SOFT COPY OF MY SPEECH YOU MAY EMAIL ME AT- erica5dacas@gmail.com
#5 was the only child and perhaps because of that I learned read.docxboadverna
#5
was the only child and perhaps because of that I learned reading and writing early. At first, I learned reading upside-down by watching my father read his newspaper and asking him about the headlines!
In Chapter 7, Ahearn presents to us research of Shirley Brice Heath on the socialization to literacy of preschoolers in three communities. How did you learn to read and write? Was your experience similar to that of the children from Maintown? From Roadville? From Trackton? Do you think the way literacy events and practices took place at your home helped you or hindered you when you started school? Make sure to address all the components of the topic in your post :)
sample
1)
I am a person who had quite a unique experience with books. I had a spectacular experience learning to read and write. Much of what I knew while young came from the lessons I received from my parents, especially my father. He was quite enthusiastic about teaching the letters of the alphabet. Going to pre-school also helped me become better at reading and writing. The singing of alphabetical letters and colors at pre-school made very easy for me to recognize the order and patterns of the alphabet.
However, my experience cannot be equated to that of the Maintown. I didn't have access to many books while growing up both at home at school. We relied so much on the charts made by our teachers in school to learn how to read and write. Things began changing as I got a little bit older as my father could come home with short story books of animal characters and read for me. I paid close attention as the stories were quite interesting and motivating. I remember trying so many times to read the books later. This experience lasted a while as I could still find it difficult reading and spelling certain words.
I believe I can relate more to the Roadville scenario as my pre-school had a few books that were having lots of pictures in them. These books helped a lot in learning how to read and write. On the same note, I can’t relate so much to Tackton as I was relatively familiar with words when I began pre-school. All thanks to the efforts of my dad.
2)
My parents were very big influences on my learning abilities as well the learning tools that they supplied me. When my parents dropped me off at daycare, our daycare provider, Linda, worked with all the kids on the basics which definitely helped as well. Not only did we have adult interaction but we also had other children there to help too. I also had an older sister that would help me and I looked up to her and wanted to be just like her so I would copy everything I could (numbers, letters, words).
My experience growing up was most similar to the Maintown children that Health studied. My family provided me with many books from birth (I am not sure if that is because they were hand-me-downs from my sister or what). Our bedroom was full of books like Dr. Suess. I believe that the literacy events and practices that took pla ...
The Power of Language Essay examples
Language Essays
Learning Languages Essay
How Language Is Important? Essay
Essay about Learning Languages
The Origin Of Language Essay
Essay on The Power Of Language
THIS IS MY ASSESSMENT ON LGBTQI DISCRIMINATION WITHIN THE COUNTRY I RESIDE. THIS IS MY COMMUNICATION IA AND I HOPE IT HELPS OR GIVES GUIDANCE TO YOU ON YOURS.
ANY NEED FOR HELP OR IF YOU WISH TO SEE THE SOFT COPY OF MY SPEECH YOU MAY EMAIL ME AT- erica5dacas@gmail.com
#5 was the only child and perhaps because of that I learned read.docxboadverna
#5
was the only child and perhaps because of that I learned reading and writing early. At first, I learned reading upside-down by watching my father read his newspaper and asking him about the headlines!
In Chapter 7, Ahearn presents to us research of Shirley Brice Heath on the socialization to literacy of preschoolers in three communities. How did you learn to read and write? Was your experience similar to that of the children from Maintown? From Roadville? From Trackton? Do you think the way literacy events and practices took place at your home helped you or hindered you when you started school? Make sure to address all the components of the topic in your post :)
sample
1)
I am a person who had quite a unique experience with books. I had a spectacular experience learning to read and write. Much of what I knew while young came from the lessons I received from my parents, especially my father. He was quite enthusiastic about teaching the letters of the alphabet. Going to pre-school also helped me become better at reading and writing. The singing of alphabetical letters and colors at pre-school made very easy for me to recognize the order and patterns of the alphabet.
However, my experience cannot be equated to that of the Maintown. I didn't have access to many books while growing up both at home at school. We relied so much on the charts made by our teachers in school to learn how to read and write. Things began changing as I got a little bit older as my father could come home with short story books of animal characters and read for me. I paid close attention as the stories were quite interesting and motivating. I remember trying so many times to read the books later. This experience lasted a while as I could still find it difficult reading and spelling certain words.
I believe I can relate more to the Roadville scenario as my pre-school had a few books that were having lots of pictures in them. These books helped a lot in learning how to read and write. On the same note, I can’t relate so much to Tackton as I was relatively familiar with words when I began pre-school. All thanks to the efforts of my dad.
2)
My parents were very big influences on my learning abilities as well the learning tools that they supplied me. When my parents dropped me off at daycare, our daycare provider, Linda, worked with all the kids on the basics which definitely helped as well. Not only did we have adult interaction but we also had other children there to help too. I also had an older sister that would help me and I looked up to her and wanted to be just like her so I would copy everything I could (numbers, letters, words).
My experience growing up was most similar to the Maintown children that Health studied. My family provided me with many books from birth (I am not sure if that is because they were hand-me-downs from my sister or what). Our bedroom was full of books like Dr. Suess. I believe that the literacy events and practices that took pla ...
Establishing connections: online teacher training in the Gaza StripRMBorders
Presentation by Giovanna Fassetta (University of Glasgow), Maria Grazia Imperiale (University of Glasgow) and Nazmi Al-Masri (Islamic University Gaza) at the UNESCO Mobile Learning Week in Paris 20/24 March 2017
From fluency to linguistic incompetence: Humble reflections on multilingual r...RMBorders
Lecture by Prof Alison Phipps (University of Glasgow) as 2016 Visiting EU Thinker in Residence for the Hawke EU Centre for Mobilities, Migrations and Cultural Transformations, UniSA City West Campus, Adelaide, 14 November 2016
‘We Refugees’: Hardening and Softening of Borders of Everyday LifeRMBorders
Lecture by Alison Phipps (University of Glasgow) at the Global Tipping Points and the Role of Research: European Union and Asia-Pacific Migration Summit, UniSA, Hawke EU Centre, Adelaide, 1-2 November 2016
Recent Refugee Flows in Europe: Challenge and ResponsesRMBorders
Public lecture by Prof Alison Phipps (UNESCO Chair for Refugee Integration through Languages and the Arts, University of Glasgow) at the Political Science and International Relations Programme of Victoria University of Wellington, in association with the European Union Centres Network and the University of South Australia, 7 November 2016
At Home and Exiled in Language Studies: Interdisciplinarity, intersectionalit...RMBorders
Phipps. A. (University of Glasgow), At Home and Exiled in Language Studies: Interdisciplinarity, intersectionality and interculturality. Presentation at the Language, Communities and Moving Borders: Theories and Methodologies symposium, hosted by Birkbeck, University of London and the Institute of Modern Language Research, School of Advanced Study, University of London, June 29, 2017. With funding support from AHRC ‘Translating Cultures’ and ‘Open World Research Initiative’ projects.
“Coming clean” about researching multilingually – learning from different dis...RMBorders
Andrews, J. (University of the West of England), Fay, R. (University of Manchester), Holmes, P. and Attia, M. (both Durham University), “Coming clean” about researching multilingually – learning from different disciplines. Paper presented at the 2nd AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State Symposium, 15th – 17th October 2014, Durham University.
Cultures of practitioner research: extending Exploratory Practice from langua...RMBorders
Fay, R. and Dawson, S. (University of Manchester), Cultures of practitioner research: extending Exploratory Practice from language education to researching multilingually collaboration. Paper presented at CultNet 2015, 17th-19th April, 2015, Durham University.
“They thought they heard somebody who had risen from their grave”: stories of...RMBorders
Davcheva, L. and Fay, R. (University of Manchester), “They thought they heard somebody who had risen from their grave”: stories of multilingual, collaborative, narrative research into Ladino and intercultural identity. Paper presented as LANTERN Lunch-time Talk No. 4 at the Manchester Institute of Education, March 4th, 2016.
Researching multilingually exploring emerging linguistic practices in migrant...RMBorders
Presentation by Andrews, J. (University of the West of England), Pöyhönen, S. (University of Jyväskäla), Fay, R. (University of Manchester) and Tarnanen, M. (University of Jyväskäla), Researching Multilingually – exploring emergent linguistic practices in migrant contexts. Paper presented at the 2nd International Conference on the Sociolinguistics of Immigration (Slimig2016), Rapallo (Genova) Italy, September 22nd-23rd, 2016.
Teacher education as intercultural practice: narratives of Spanish-medium pra...RMBorders
Gomez Parra, M. E. (Universidad de Córdoba) and Fay, R. (University of Manchester), Teacher education as intercultural practice: narratives of Spanish-medium practicum experiences in the refugee camps of Western Sahara. Paper presented at the 12th ELIA Conference ELIA XII, hosted by the University of Seville, Spain, 1st – 3rd July, 2015.
Living intercultural lives: Identity performance and zones of interculturality. RMBorders
Davcheva, L. (University of Sofia) and Fay, R. (University of Manchester), Living intercultural lives: Identity performance and zones of interculturality. Paper presented at the Cultural Horizons: Identities, Relationships and Languages in Migration conference, Cagliari (Sardinia/Italy), September 25th – 27th, 2015.
Living intercultural lives: identity performance and zones of interculturality.RMBorders
Davcheva, L. (University of Sofia) and Fay, R. (University of Manchester) (2015, November). Living intercultural lives: identity performance and zones of interculturality. Guest Lecture given at Sofia University, Bulgaria, November 9th, 2015.
Revisiting linguistic preparation: Some new directions arising from researchi...RMBorders
Fay, R. (University of Manchester), Andrews, J. (University of the West of England), Holmes, P. and Attia, M. (Durham University), Revisiting linguistic preparation: Some new directions arising from researching multilingually. Paper presented at the 48th Annual Meeting of the British Association for Applied Linguistics (BAAL), hosted by Aston University, September 3rd – 5th, 2015.
Global Mental Health: the importance of contextual sensitivity and appropriat...RMBorders
White, R. (University of Liverpool), Fay, R. (University of Manchester), Kasujja, R. (Makerere University) and Okalo, P. (2015). Global Mental Health: the importance of contextual sensitivity and appropriate methodologies. Paper presented at MAGic 2015 ‘Anthropology and Global Health: interrogating theory, policy and practice’, 9th-11th September, 2015, Sussex University, UK.
The role of the arts in researching multilingually at the borders of language...RMBorders
Fay, R. (University of Manchester), The role of the arts in researching multilingually at the borders of language, the body, law and the state. Paper presented at the Language Research, Performance and the Creative Arts scoping event, hosted by the University of Leeds, October 16th, 2015.
What does it mean to be (en)languaged in a world of vulnerability, discrimina...RMBorders
Fay, R. (University of Manchester), What does it mean to be (en)languaged in a world of vulnerability, discrimination, inequity and pain? Researching multilingually ay the borders of language, the body, law and the state. Paper presented at the Research Matters seminar series, hosted by the Manchester Institute of Education at The University of Manchester, October 28th, 2015.
Revisiting a framework for Researching Multilingually: Contributions from cri...RMBorders
Holmes, P. (Durham University), Fay, R. (University of Manchester), Andrews, J. (University of the West of England) and Attia, M. (Durham University), Revisiting a framework for Researching Multilingually: Contributions from critical theory, intercultural relations, ethics, and the creative arts. Presentation as part of the AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State symposium, Bucharest, Romania, November 3rd – 6th, 2015.
RM-ly work in progress: some current whats and hows from our interdisciplinar...RMBorders
Fay, R. (University of Manchester), Andrews, J. (University of the West of England), Holmes, P. and Attia, M. (Durham University), RM-ly work in progress: some current whats and hows from our interdisciplinary, collaborative work to date. Presentation as part of the AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State symposium, Bucharest, Romania, November 3rd – 6th, 2015.
Researching multilingually and interculturallyRMBorders
Holmes, P. (Durham University), Fay, R. (University of Manchester), Attia, M. (Durham University) and Andrews, J. (University of the West of England), Researching multilingually and interculturally. Paper presented at the 19th CultNet, hosted by Durham University, April 21st-23rd, 2016.
The Knowledge Landscape of 念(niàn)/mindfulness: Intercultural Ethics for Tran...RMBorders
Huang, Z.M., Fay, R. (University of Manchester) and White, R. (University of Liverpool), The Knowledge Landscape of 念(niàn)/mindfulness: Intercultural Ethics for Transcreation. Paper presented at the 19th CultNet, hosted by Durham University, April 21st-23rd, 2016.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter 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.
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!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. The language of the heart? East European
LGB migrants talking about sexuality
Francesca Stella, Moya Flynn & Anna
Gawlewicz
Language, Refugees and Migration seminar
University of Glasgow
7 December 2015
2. Introduction
• ‘Intimate Migrations:
exploring the
experiences of LGB
migrants from Eastern
Europe and the FSU in
Scotland’ (Dec 2015-
Dec 2016)
• Fieldwork: ongoing
• Focus: on researching
multilingually
3. Research questions and aims:
• What are the reasons why LGB
people from CEE and FSU migrate
to/settle in Scotland? (different
institutional contexts)
• How are individual experiences of
migration and resettlement shaped
by LGB migrants’ sexuality as well as
e.g. socio-economic background,
gender, nationality, migrant status,
age? [Intersectional perspective]
• How do LGB migrants negotiate their
sense of security and belonging
through their social networks across
Scotland and their home country?
[Intersectional perspective on social
ties and belonging]
4. Stages of the project:
Stage 1: 45-50 biographical
interviews
& sociograms (33 to date)
Stage 2: 20-25 photo diaries
& follow-up interviews
(9 to date)
Research methods: both verbal
and non-verbal
5. Language in research
• Starting point: Language as research tool
(practicalities), key to epistemology/methodology
underpinning project
• Interviewing people in their first language (more
sensitive); better, more nuanced data
• Focus of today’s paper: how language shapes
research process
– design
– recruitment
– interview interaction
– transcription/translation
– analysis
6. Language, research design and
recruitment
• Definitions:
– Why CEE? Why FSU?
– Why LGB?
• Practicalities: language
skills
(Polish/Russian/English)
• How this may impact on
recruitment?
– Complexities
– Limitations
7. The research encounter
• Positionality:
–Shared cultural/linguistic context
–Sexuality and shared
context/misrecognitions? (Krzysztof, 47, PL;
Tsveta, 40, BL)
• Linguistic integrity:
• Native language/English as empowering?
• Doing interviews in English: lost nuances?
More stark/‘dramatic’ narratives? (Blagoy, 33,
BL)
• Non-verbal communication (visual methods)
8. Positionality: shared context/language
Tomek, 37, PL (interviewed in English for pilot, and in Polish for main study):
“I arrange this interview, as well as the interview with Piotr, via emails with Tomek only (Piotr remains
silent in this email exchanges). This is interesting given that during the pilot study Francesca would
mostly contact and speak with Piotr whose English is much better. It seems that Tomek feels
empowered by the fact that we conduct the study in Polish. I have the impression that he feels he can
finally speak for himself and this motivates him to be more engaged. Throughout the interview Tomek
is very self-reflexive. He produces extremely long narratives comprising separate stories (he recalls
many memories) and it often takes him several minutes to address each of my questions.”
Agnieszka, 38, PL (Interviewed in English):
“She has been in Scotland for 10 years, and has picked up the Scottish accent (e.g. the way she uses
and pronounces ‘all right’?). She is very fluent and competent in English. She tells me before we start
the interview that this is the first time she speaks about her sexuality at length; from the interview it
emerges that she is from a small village, and when she moved to a bigger place to train as a social
worker she was very secretive about her lesbian relationship. Agnieszka never expressed a preference
for being interviewed in Polish or English; I wonder how different the interview would be if it was
conducted in Polish, or if, because of her experiences, she actually finds it easier to talk about this in
English. She feels much freer, and much more protected in Scotland” [She also mentions negative
attitudes towards LGBT people among Polish migrants]
9. Positionality: sexuality and mis-
recognitions
• And, public toilets of course! Debenhams (?) on
Argyle Street.
• I live nearby.
• Yeah, go there. Well, you can’t because they’re
gents’ toilets. I don’t know how it works for
women. Are you a lesbian?
• No. [he interrupts]
• Wait! [he is very surprised] And you know how
this works among men? [I nod] You know what it
means when I say pikieta or cruising? You know
the vocabulary? How come?
• Yes. I’ve got friends. Plus, that’s what I do – as a
researcher – I’m very interested in this issue.
• OK.
(Krzysztof, 47, PL)
• I told him “I’m poly, it’s nothing wro-, there’s nothing
wrong with this. I want to live this way and… I want to
tell you everything but… this is who I am. If you want
to stay you, it means you have to accept who I am”
and he said “yes, I’m staying and poly’s fine” and, so
yeah.
• Okay, yeah, and you keep saying, you know, you’re
poly, so is the important thing to you, is it being poly
or is it being bisexual? What’s more..?
• They’re equal. [Long pause] It absolutely doesn’t
matter to me what the gender the person I connect to
is. As long as it’s… as long as they get me and I feel
connection then that’s it, that’s all [pause]. And
(sighs)! [Pause] Andrea Zanin, the girl whose writing I
started reading first, she was genderqueer and she
[pause], […] It was not something unnatural just
because I had been conditioned and programmed to
only fall for men up to that point, and out of a sudden
I allow myself to look at women, and… it just
happened so automatically and so naturally and so - it
was no difference. I don’t have better language to
describe it.
(Tsveta, 40, BL)
10. Translation/transcription
• Multiligual team, multilingual participants:
throws up a lot of issues around ‘linguistic
integrity’ lost in translation
• Translating nuances Polish>English
– Chlopak: Boy/boyfriend
– Cultural references (e.g. quotes from films)
– Polish LGBT slang (lost in process?)
• Nuances already lost in Russian interviews?
(different levels of fluency/shared subtext)
• ‘Levelling’ effect of English as shared language
11. Analysis
• Language, how this shapes communication,
belonging and social networks
• Unpacking language and emotions: what does it
mean (in relation to our research questions)?
– Reasons for migrating/staying
– Belonging/identity, and social networks
– Important to think beyond sexuality
12. Unpacking emotional language and
dis/identifications• Iza and I were attacked once. And, I’d been carrying a pocket knife ever since.
People saw that – nobody did anything. It was evident that the reason was
homophobia. We were coming back from a party… and a guy attacked at the
subway station. Nobody helped us. The security guard shook hands with him
later on. I felt my own country spat on me that very moment [PL: opluta przez
własne państwo].
• […] I used to think that I was a patriot… that Poland was important for me… that
is was more than national symbols. But this country has, I’ll use an ugly
expression, fucked me up [PL: wydymał mnie]. It has fucked my family up. And,
it still does so. That’s why my parents have [financial] problems. That’s why by
brother’s coming here [to the UK]. […] And, I thought that it was our fault – that
we weren’t clever enough, that maybe we’re not educated enough… No. It’s the
country – it’s fucked us up. The system is as it is… I’ve got no doubts that it’ll
collapse [PL: upadnie]. If it’s governed the way it is now… it’ll collapse. And, I
don’t know if I cry when that happens. I mean… I will… but… You ask about home
– I know where my home is. It’s in Mazovia […]. It’s difficult to live there. I made
an effort… when I was in Poland I made a conscious effort not to tell my parents
how nice things were here… I wouldn’t want them to think that my head got
messed up [PL: że w dupie mi się poprzewracało] because I migrated. I know how
painful that is.
13. Emerging themes related to
language?
• Language
– And belonging
– And experiences of settlement
– And methodological issues
– And sexuality
– And social networks
– Terms in English
– Terms in native language
– Language and emotions
– Discrimination and language