This document discusses the concept of authenticity in sociolinguistic research and analysis. It begins by summarizing William Labov's view that sociolinguists should aim to observe language as it is used naturally, without the observer's influence. It then discusses how the concept of authenticity has been applied in various sociolinguistic approaches, such as relating authenticity to identity performance and language crossing. The document also examines tensions between notions of cultural and personal authenticity as they relate to musical performances. Overall, it provides an overview of how the idea of authenticity has been taken up in sociolinguistic studies and some of the issues surrounding its definition and application.
This document discusses two types of code-switching used in Asian pop music to create authenticity: phonological and lexical. It provides an example of each from different songs, explaining how phonemic ambiguity is used in one song to code-switch between English and Japanese words, while another song inserts Malay words into an otherwise English song to express emotions and situations. The document lists several references on the topics of language variation, authenticity, and code-switching in popular music genres.
This document discusses the concept of authenticity in sociolinguistic research and analysis. It begins by summarizing William Labov's view that sociolinguists should aim to observe language as it is used naturally, without the observer's influence. It then discusses how the concept of authenticity has been applied in various sociolinguistic approaches, such as relating authenticity to identity performance and language crossing. The document also examines tensions between notions of cultural and personal authenticity as they relate to musical performances. Overall, it provides an overview of how the idea of authenticity has been taken up in sociolinguistic studies and some of the issues surrounding its definition and application.
This document discusses two techniques used in Asian pop music to blend languages: 1) Phonological code-switching, exemplified by the song "I Miss You" mixing English and Japanese sounds in a way that changes the meaning. 2) Lexical code-switching, shown through the lyrics of the song "Kantoi" which incorporates words from Malay and English into the Malay lyrics to tell a story involving deception. The document provides these examples and references several other works analyzing the growing use of multiple languages in Asian pop music genres.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
The document discusses characteristics of Filipino English language learners based on various studies. It finds that high-achieving learners use more learning strategies than low-achievers. Learners display emerging reading patterns like translating and rely on cultural strategies. While elementary students' writing lacks accuracy, learners show improved performance with computer-assisted materials. The document advocates teaching learners strategies to become autonomous and addressing individual differences.
The document discusses strategies for integrating technology into English education classrooms. It defines technology integration as using technology as an instructional tool to deliver curriculum content. It provides several models for technology integration and discusses barriers that teachers face in integrating technology. It also provides examples of technologies that can be used in the classroom and strategies to encourage higher levels of teacher technology integration, such as developing a clear vision, building professional learning networks, investing in professional development, and developing a reflective practice.
This document discusses two types of code-switching used in Asian pop music to create authenticity: phonological and lexical. It provides an example of each from different songs, explaining how phonemic ambiguity is used in one song to code-switch between English and Japanese words, while another song inserts Malay words into an otherwise English song to express emotions and situations. The document lists several references on the topics of language variation, authenticity, and code-switching in popular music genres.
This document discusses the concept of authenticity in sociolinguistic research and analysis. It begins by summarizing William Labov's view that sociolinguists should aim to observe language as it is used naturally, without the observer's influence. It then discusses how the concept of authenticity has been applied in various sociolinguistic approaches, such as relating authenticity to identity performance and language crossing. The document also examines tensions between notions of cultural and personal authenticity as they relate to musical performances. Overall, it provides an overview of how the idea of authenticity has been taken up in sociolinguistic studies and some of the issues surrounding its definition and application.
This document discusses two techniques used in Asian pop music to blend languages: 1) Phonological code-switching, exemplified by the song "I Miss You" mixing English and Japanese sounds in a way that changes the meaning. 2) Lexical code-switching, shown through the lyrics of the song "Kantoi" which incorporates words from Malay and English into the Malay lyrics to tell a story involving deception. The document provides these examples and references several other works analyzing the growing use of multiple languages in Asian pop music genres.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
The document discusses characteristics of Filipino English language learners based on various studies. It finds that high-achieving learners use more learning strategies than low-achievers. Learners display emerging reading patterns like translating and rely on cultural strategies. While elementary students' writing lacks accuracy, learners show improved performance with computer-assisted materials. The document advocates teaching learners strategies to become autonomous and addressing individual differences.
The document discusses strategies for integrating technology into English education classrooms. It defines technology integration as using technology as an instructional tool to deliver curriculum content. It provides several models for technology integration and discusses barriers that teachers face in integrating technology. It also provides examples of technologies that can be used in the classroom and strategies to encourage higher levels of teacher technology integration, such as developing a clear vision, building professional learning networks, investing in professional development, and developing a reflective practice.
Intercultural communication and understanding 101Paul Doyon
This document discusses key concepts related to intercultural communication and understanding. It defines culture, discusses the importance of cross-cultural awareness, and outlines several factors that are important for achieving cross-cultural understanding, such as respect, participation, empathy, and tolerance for ambiguity. The document also describes different levels of cross-cultural understanding and introduces concepts like culture bumps that can occur during intercultural interactions.
The document discusses the history and nature of narratives. It notes that the material medium used to convey narratives has changed over time from oral to written to digital. Each medium comes with unique attributes that influence how narratives are structured and experienced. The digital age in particular has coincided with new conceptions of narratives as nonlinear and multivariant due to the interactive capabilities of digital technologies. However, the author argues that for narratives to remain coherent, protocols are still needed to maintain a linear structure at the cognitive level.
Check your Cross-Cultural Quotient!
"East vs. West" has become irrelevant as civilizations engage and clash. English as lingua franca conveys words, while meanings differ.
Talk given at Blink-Blank in Singapore in September 2011.
The document provides an overview of exegeting film from a Christian perspective. It discusses:
1) Understanding how filmmakers impart meaning through storytelling techniques, perspectives they bring, and how they engage audiences.
2) Learning to engage culture by interpreting themes and messages in popular films.
3) Training Christians to critically analyze films from a biblical worldview to discern what to affirm and disagree with.
4) Discovering how films can be used as "modern parables" to explain gospel messages to seekers.
This document discusses using films in a language and culture class. It outlines the objectives of exposing students to cultural knowledge and improving language proficiency through films. Films can be used to learn about history and culture in an engaging way. The document provides examples of how films can be analyzed in class, including discussing genre, shots, sound, characters, and comparing the film's portrayal of history to actual facts. Websites for further film resources are also listed.
This document discusses using films in a language and culture class. It outlines the objectives of exposing students to cultural knowledge and improving language proficiency through films. Films can be used to learn about history and culture in an engaging way. The document provides examples of how films can be analyzed in class, including discussing genre, shots, sound, characters, and comparing the film's portrayal of history to actual facts. Websites for further film resources are also listed.
The document provides an abstract discussion about the concept of "home" through fragmented references to red houses, imagination, collective memory, and sensory experiences of place. It explores how stories and oral traditions shape our understanding of home, and how the memory of spaces we inhabit becomes incorporated into our identity and habits. The writing also examines how the idea of home can be reimagined and reconstructed in a more ephemeral, mental sense through shared experiences of artworks and sensory triggers that evoke feelings of domestic familiarity.
This document discusses a new framework for analyzing literacy narratives from Azorean Americans. It explores how oral traditions were passed down through generations and influenced literacy. It examines concepts like hidden interlocutors, bifocal literacy, and the ghosts within narratives that represent fragmented communities and the trauma of immigration. The framework encourages identifying these ghosts and entertaining the idea of a multifocal identity and literacy that incorporates both English and one's heritage language.
The document analyzes the newsletter of the Greek National Tourism Organisation as a new internet genre. It provides linguistic and theoretical analysis of various parts of the newsletter, including the header, titles, editorials, leads, and a special feature section written by tourist guides. Over time, the newsletter has adopted changes to be more interactive through incorporating social media and using rhetorical techniques in the titles and leads to intrigue and engage readers. The analysis examines how the newsletter aims to promote Greece as a year-round destination through its use of language and multimodal elements.
Thesis Statement For A Persuasive Essay. Writing paper: Essay persuasiveFrances Armijo
30 Persuasive Thesis Statement Examples to Persuade. 50 Free Persuasive Essay Examples BEST Topics ᐅ TemplateLab. 45 Perfect Thesis Statement Templates Examples ᐅ TemplateLab. Persuasive Essay. How to Write a Strong Thesis Statement - EasyBib Blog - A good thesis .... Good Thesis Statements For Persuasive Essays - Thesis Title Ideas for .... Persuasive Essay Thesis Statement Examples - Thesis Title Ideas for College. FREE 8 Persuasive Essay Samples in MS Word PDF. persuasive essay thesis statement Thesis statement, Thesis statement .... Persuasive Essay Intro and Thesis. Writing paper: Essay persuasive. 012 Persuasive Essay Outline Example Persuasiveessayoutline Thumbnail .... How to Write a Good Thesis Statement - Student-Tutor Blog. 3 Ways to Write a Concluding Paragraph for a Persuasive Essay. PPT - Writing a Thesis Statement PowerPoint Presentation, free download .... Essay websites: Persuasive thesis. How to Create a Thesis Statement for a Persuasive Essay Pen and the .... Persuasive Essay Thesis Statement - YouTube. 002 Persuasive Essay Thesis Example Thatsnotus. persuasive essay , always.dnse.hu Persuasive essays, Persuasive essay .... Thesis statement for persuasive essay - Expert Custom Essay Writing ... Thesis Statement For A Persuasive Essay Thesis Statement For A Persuasive Essay. Writing paper: Essay persuasive
The power of storytelling: The application of Hollywood scriptwriting to Dest...nflund
The document discusses applying Hollywood scriptwriting formulas to destination marketing by integrating a destination's various tourism products into an engaging story. This strengthens marketing by creating a coherent brand and emotional connections with tourists through stories. The six steps of scriptwriting - idea, genre, plot, story structure, characters, and dialogue - can be translated to destination marketing elements like attractions, themes, storylines for tourist experiences, and narrative copywriting. Creating a "monomyth" story of a destination that tourists can enact roles in could help build an emotional brand but may be difficult to implement directly in a marketing plan.
Joan Didion's 1968 essay collection "Slouching Towards Bethlehem" uses a loose polyphonic structure to provide snapshots of countercultural life in California during the 1960s. Through brief portraits of troubled youth interspersed with analysis, Didion depicts a disorienting scene of casual drug use, abandoned homes, and lost children. While gaining intimate access through her unobtrusive presence, Didion aims to convey what it was like amongst those she wrote about, adopting their language. The collection aims to show that the social turmoil of the time stemmed not from revolution but from a self-destructive nihilism lacking an ability to articulate its causes.
The document discusses key questions about teaching English from a World Englishes perspective, including whose language English is, which varieties should be taught, and which standards to use. It presents Kachru's Three Circle Model of English and notes the expanding circle includes countries like China, Egypt and the Philippines. The document also shares findings from a Philippines study that found students' top motivations for learning English were its usefulness for future application and improving socioeconomic status.
This document discusses the beliefs and attitudes that Philippine English teachers have about the English language. It finds that while teachers believe Philippine English is important because students are Filipino, the realities are more complex. Philippine English is changing and a variety with its own features. It also finds that viewing American English as the only standard creates a dependency myth. The document advocates for a "variousness perspective" that recognizes the diversity and fluidity of English, and approaches errors as opportunities for learning. This perspective may offer teachers a more realistic way to teach English in the Philippines' changing linguistic landscape.
The document discusses research on developing language learning applications in the Philippines using computational linguistics and language data resources. It describes building corpora and lexical resources for several Philippine languages, as well as tools for analyzing and accessing the data. Applications for teaching include tools for reading comprehension, composition writing, and detecting code switching.
The document discusses issues and approaches regarding multilingual education from preschool through tertiary levels. It addresses using the learner's first language as the primary medium of instruction in early grades to prevent cognitive deficits. In secondary levels, the focus is on developing language skills while allowing code switching. At the tertiary level, content-based and English for Specific Purposes approaches are recommended to develop learner autonomy and content mastery. Discourse analysis techniques are also presented to help learners comprehend dense scientific texts.
This document summarizes a presentation on using technology and multimedia in English language education. It discusses how technology has evolved from standalone software to internet-based tools that allow for more interactivity and accessibility. While technology may help language learning through interaction and participation, it also brings risks like interference with acquisition and unhealthy communication habits. An effective approach grounds technology use in learning theories and provides an interactive interface within a supportive learning community.
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
This document discusses the perspectives of Philippine English (PE) teachers regarding the English variety they teach. It finds that while many teachers believe PE is important because students are Filipino, the realities show PE has its own features and is used mainly by the educated. It also shows that while American English is seen as the ideal standard, the nature of English is changing as seen in localized vocabularies found in Philippine publications and dictionaries. Overall, the document questions whether teacher beliefs match the realities of the English varieties used in the Philippines.
The document discusses issues and approaches regarding multilingual education from preschool through tertiary levels. It addresses using the learner's first language as the primary medium of instruction in early grades to prevent cognitive deficits. In secondary levels, the focus is on developing language skills while allowing code switching. At the tertiary level, content-based and English for Specific Purposes approaches are recommended to develop learner autonomy and content mastery. Discourse analysis techniques are also presented to help learners understand information-dense texts.
This document discusses two types of code-switching used in Asian pop music to create authenticity: phonological and lexical. It provides an example of each from different songs, explaining how phonemic ambiguity is used in one song to code-switch between English and Japanese phrases, and how another song inserts English words into the lyrics written in Malay to blend the languages. The document lists several references on the topics of language blending, code-switching, and authenticity in popular music and culture.
Intercultural communication and understanding 101Paul Doyon
This document discusses key concepts related to intercultural communication and understanding. It defines culture, discusses the importance of cross-cultural awareness, and outlines several factors that are important for achieving cross-cultural understanding, such as respect, participation, empathy, and tolerance for ambiguity. The document also describes different levels of cross-cultural understanding and introduces concepts like culture bumps that can occur during intercultural interactions.
The document discusses the history and nature of narratives. It notes that the material medium used to convey narratives has changed over time from oral to written to digital. Each medium comes with unique attributes that influence how narratives are structured and experienced. The digital age in particular has coincided with new conceptions of narratives as nonlinear and multivariant due to the interactive capabilities of digital technologies. However, the author argues that for narratives to remain coherent, protocols are still needed to maintain a linear structure at the cognitive level.
Check your Cross-Cultural Quotient!
"East vs. West" has become irrelevant as civilizations engage and clash. English as lingua franca conveys words, while meanings differ.
Talk given at Blink-Blank in Singapore in September 2011.
The document provides an overview of exegeting film from a Christian perspective. It discusses:
1) Understanding how filmmakers impart meaning through storytelling techniques, perspectives they bring, and how they engage audiences.
2) Learning to engage culture by interpreting themes and messages in popular films.
3) Training Christians to critically analyze films from a biblical worldview to discern what to affirm and disagree with.
4) Discovering how films can be used as "modern parables" to explain gospel messages to seekers.
This document discusses using films in a language and culture class. It outlines the objectives of exposing students to cultural knowledge and improving language proficiency through films. Films can be used to learn about history and culture in an engaging way. The document provides examples of how films can be analyzed in class, including discussing genre, shots, sound, characters, and comparing the film's portrayal of history to actual facts. Websites for further film resources are also listed.
This document discusses using films in a language and culture class. It outlines the objectives of exposing students to cultural knowledge and improving language proficiency through films. Films can be used to learn about history and culture in an engaging way. The document provides examples of how films can be analyzed in class, including discussing genre, shots, sound, characters, and comparing the film's portrayal of history to actual facts. Websites for further film resources are also listed.
The document provides an abstract discussion about the concept of "home" through fragmented references to red houses, imagination, collective memory, and sensory experiences of place. It explores how stories and oral traditions shape our understanding of home, and how the memory of spaces we inhabit becomes incorporated into our identity and habits. The writing also examines how the idea of home can be reimagined and reconstructed in a more ephemeral, mental sense through shared experiences of artworks and sensory triggers that evoke feelings of domestic familiarity.
This document discusses a new framework for analyzing literacy narratives from Azorean Americans. It explores how oral traditions were passed down through generations and influenced literacy. It examines concepts like hidden interlocutors, bifocal literacy, and the ghosts within narratives that represent fragmented communities and the trauma of immigration. The framework encourages identifying these ghosts and entertaining the idea of a multifocal identity and literacy that incorporates both English and one's heritage language.
The document analyzes the newsletter of the Greek National Tourism Organisation as a new internet genre. It provides linguistic and theoretical analysis of various parts of the newsletter, including the header, titles, editorials, leads, and a special feature section written by tourist guides. Over time, the newsletter has adopted changes to be more interactive through incorporating social media and using rhetorical techniques in the titles and leads to intrigue and engage readers. The analysis examines how the newsletter aims to promote Greece as a year-round destination through its use of language and multimodal elements.
Thesis Statement For A Persuasive Essay. Writing paper: Essay persuasiveFrances Armijo
30 Persuasive Thesis Statement Examples to Persuade. 50 Free Persuasive Essay Examples BEST Topics ᐅ TemplateLab. 45 Perfect Thesis Statement Templates Examples ᐅ TemplateLab. Persuasive Essay. How to Write a Strong Thesis Statement - EasyBib Blog - A good thesis .... Good Thesis Statements For Persuasive Essays - Thesis Title Ideas for .... Persuasive Essay Thesis Statement Examples - Thesis Title Ideas for College. FREE 8 Persuasive Essay Samples in MS Word PDF. persuasive essay thesis statement Thesis statement, Thesis statement .... Persuasive Essay Intro and Thesis. Writing paper: Essay persuasive. 012 Persuasive Essay Outline Example Persuasiveessayoutline Thumbnail .... How to Write a Good Thesis Statement - Student-Tutor Blog. 3 Ways to Write a Concluding Paragraph for a Persuasive Essay. PPT - Writing a Thesis Statement PowerPoint Presentation, free download .... Essay websites: Persuasive thesis. How to Create a Thesis Statement for a Persuasive Essay Pen and the .... Persuasive Essay Thesis Statement - YouTube. 002 Persuasive Essay Thesis Example Thatsnotus. persuasive essay , always.dnse.hu Persuasive essays, Persuasive essay .... Thesis statement for persuasive essay - Expert Custom Essay Writing ... Thesis Statement For A Persuasive Essay Thesis Statement For A Persuasive Essay. Writing paper: Essay persuasive
The power of storytelling: The application of Hollywood scriptwriting to Dest...nflund
The document discusses applying Hollywood scriptwriting formulas to destination marketing by integrating a destination's various tourism products into an engaging story. This strengthens marketing by creating a coherent brand and emotional connections with tourists through stories. The six steps of scriptwriting - idea, genre, plot, story structure, characters, and dialogue - can be translated to destination marketing elements like attractions, themes, storylines for tourist experiences, and narrative copywriting. Creating a "monomyth" story of a destination that tourists can enact roles in could help build an emotional brand but may be difficult to implement directly in a marketing plan.
Joan Didion's 1968 essay collection "Slouching Towards Bethlehem" uses a loose polyphonic structure to provide snapshots of countercultural life in California during the 1960s. Through brief portraits of troubled youth interspersed with analysis, Didion depicts a disorienting scene of casual drug use, abandoned homes, and lost children. While gaining intimate access through her unobtrusive presence, Didion aims to convey what it was like amongst those she wrote about, adopting their language. The collection aims to show that the social turmoil of the time stemmed not from revolution but from a self-destructive nihilism lacking an ability to articulate its causes.
Similar to Keynote speech2 dr. andrew moody 2 (12)
The document discusses key questions about teaching English from a World Englishes perspective, including whose language English is, which varieties should be taught, and which standards to use. It presents Kachru's Three Circle Model of English and notes the expanding circle includes countries like China, Egypt and the Philippines. The document also shares findings from a Philippines study that found students' top motivations for learning English were its usefulness for future application and improving socioeconomic status.
This document discusses the beliefs and attitudes that Philippine English teachers have about the English language. It finds that while teachers believe Philippine English is important because students are Filipino, the realities are more complex. Philippine English is changing and a variety with its own features. It also finds that viewing American English as the only standard creates a dependency myth. The document advocates for a "variousness perspective" that recognizes the diversity and fluidity of English, and approaches errors as opportunities for learning. This perspective may offer teachers a more realistic way to teach English in the Philippines' changing linguistic landscape.
The document discusses research on developing language learning applications in the Philippines using computational linguistics and language data resources. It describes building corpora and lexical resources for several Philippine languages, as well as tools for analyzing and accessing the data. Applications for teaching include tools for reading comprehension, composition writing, and detecting code switching.
The document discusses issues and approaches regarding multilingual education from preschool through tertiary levels. It addresses using the learner's first language as the primary medium of instruction in early grades to prevent cognitive deficits. In secondary levels, the focus is on developing language skills while allowing code switching. At the tertiary level, content-based and English for Specific Purposes approaches are recommended to develop learner autonomy and content mastery. Discourse analysis techniques are also presented to help learners comprehend dense scientific texts.
This document summarizes a presentation on using technology and multimedia in English language education. It discusses how technology has evolved from standalone software to internet-based tools that allow for more interactivity and accessibility. While technology may help language learning through interaction and participation, it also brings risks like interference with acquisition and unhealthy communication habits. An effective approach grounds technology use in learning theories and provides an interactive interface within a supportive learning community.
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
This document discusses the perspectives of Philippine English (PE) teachers regarding the English variety they teach. It finds that while many teachers believe PE is important because students are Filipino, the realities show PE has its own features and is used mainly by the educated. It also shows that while American English is seen as the ideal standard, the nature of English is changing as seen in localized vocabularies found in Philippine publications and dictionaries. Overall, the document questions whether teacher beliefs match the realities of the English varieties used in the Philippines.
The document discusses issues and approaches regarding multilingual education from preschool through tertiary levels. It addresses using the learner's first language as the primary medium of instruction in early grades to prevent cognitive deficits. In secondary levels, the focus is on developing language skills while allowing code switching. At the tertiary level, content-based and English for Specific Purposes approaches are recommended to develop learner autonomy and content mastery. Discourse analysis techniques are also presented to help learners understand information-dense texts.
This document discusses two types of code-switching used in Asian pop music to create authenticity: phonological and lexical. It provides an example of each from different songs, explaining how phonemic ambiguity is used in one song to code-switch between English and Japanese phrases, and how another song inserts English words into the lyrics written in Malay to blend the languages. The document lists several references on the topics of language blending, code-switching, and authenticity in popular music and culture.
This document summarizes a presentation on using technology and multimedia in English language education. It discusses how technology has evolved from standalone software to internet-based tools that allow for more interactivity and accessibility. While technology may help language learning through interaction and participation, it also brings risks like interference with acquisition and unhealthy communication habits. An effective approach grounds technology use in learning theories and provides an interactive interface within a supportive learning community.
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
ACCOMMODATION CHOICES FOR UST DEPARTMENT OF ENGLISH 1ST NATIONAL CONFERENCEustenglishdepartment
This document lists accommodation options for the UST Department of English' 1st National Conference in Manila, Philippines. It provides details on dormitories, including addresses and nightly rates ranging from 100 to 500 Philippine pesos per head. The Oxford Dormitory offers air-conditioned rooms for 350 pesos per head or non-airconditioned rooms for 250 pesos, with a 9 PM to 4 AM curfew and security.
The document lists several accommodation options for the UST Department of English' 1st National Conference in Manila, Philippines. The Fersal Inn offers twin sharing rooms for P1300. Several dormitories on Piy Margal, Dapitan, and Marsan Streets offer basic accommodation from P150-P500 per head per night. Oxford Dormitory on Geliños Street offers rooms from P250-P350 per night with amenities like air conditioning, electric supply, television, and 24-hour security. Check-in is at 2:00 PM and check-out at 12:00 PM at Oxford Dormitory.
The Commission on Higher Education (CHED) has issued a memo to all higher education institutions regarding the implementation of flexible learning modalities for the upcoming academic year. The memo directs schools to prepare blended and online learning options to ensure continuity of education in the event of future lockdowns or quarantines related to COVID-19. Institutions are asked to submit their flexible learning plans to CHED by August 15, 2020 for review and approval.
1. Silibil N’ Brains
‘Authenticity’ of English
in Asian Popular Music
Andrew Moody
University of Macau
Gavin Bain and Billy Boyd
1 2
The Proclaimers California Schemin’
We walked out on to the tiny stage to an intense roar from a packed venue.
The atmosphere was electric, everyone expectant. Before the lights came on
to blind me, I scanned the crowd and saw several familiar faces: Ruth, old
fans, old A&Rs, friends and enemies. Behind me, the band launched into our
opening song, 'Become the Monster', and it carried me up on a wave of pure
momentum. This, I knew, was it. I would not fuck things up, not this time. I
would do what had to be done. I approached the microphone and gripped it
tightly between two clammy palms. Over the sound of the building
drumbeat, I spoke.
'We're Hopeless Heroic', I said, not in my affected accent, but in my broad,
natural one, and with pride. 'I'm Gavin Bain and . . .' My mouth was dry. I took
a breath. 'And I'm not American, I'm Scottish'.
I dared a glace at Grant on guitar, who was watching me curiously, as if
1988 waiting for the punchline to a joke he didn't get. I turned to face the crowd
again as 'Become the Monster' took off, and I sang out loud in my own voice
— at last.
Gavin Bain (2010), p. 273
3 4
Linguistic Importance Linguistic Importance
of ‘Authenticity’ of ‘Authenticity’
. . .our goal is to observe the way people use In its political guise, Romanticism sought to locate
language when they are not being observed. the underpinnings of the European nation in the
All of our methods involve an approximation spirit of its people -- particularly the peasants whose
to this goal: when we approach from two culture supposedly remained untouched by urbanity.
different directions, and get the same result, In its scholarly guise, Romanticism valorized the
we can feel confident that we have reached rural population as the authentic source of
past the Observer’s Paradox to the structure traditional cultural knowledge and practice, including
that exists independently of the analyst. language. Dialectology furthered both of these
efforts.
William Labov (1972), pp. 61-2
Mary Bucholtz (2003), p. 399
5 6
2. Linguistic Importance Linguistic Importance
of ‘Authenticity’ of ‘Authenticity’
In fact, my starting point is that sociolinguistics has
invested very heavily -- and arguably too heavily -- in Playful, ironic, quotative or other ‘performing’
the view that some sorts of language and some sorts informants have, until recently, been either hard to
of speaker are authentic, and that it has thought conceive or easy to ignore in sociolinguistics.
them more valuable for being more authentic.
Nikolas Coupland (2003), p. 423
Nikolas Coupland (2003), p. 418
7 8
Linguistic Importance Special Issue of
of ‘Authenticity’ Discourse Studies
The sociolinguistic study of authenticity proposed
here therefore has two principal aims. The first is to November 2001
Volume 3, No. 4
examine the authenticating practices of language Special Issue on
users. The second is to examine the authenticating Authenticity in Broadcast Talk
practices of sociolinguists themselves. 8 articles
Mary Bucholtz (2003), p. 399
9 10
Linguistic Importance Sociolinguistic Approaches
of ‘Authenticity’ to ‘Authenticity
• Stylisation (relational approach to identity) --
Coupland (2001)
It is not so much the authority of the speaker that
authenticates the [broadcast news] account. Instead,
• Linguistics of contact -- Pratt (1987)
it is the nature and manner of the talk itself that • Communities of practice -- Eckert and McConnell-
makes for compelling testimony. Ginet (1992)
Martin Montgomery (2001), p. 404 • Language crossing -- Rampton (1995)
• Audience and referee design -- Bell (1984, 2001)
11
• Act of identity -- LePage and Tabouret-Keller (1985) 12
3. Cultural Importance of Types of Authenticity
‘Authenticity’ When people say a musical performance or recording is
authentic, they might refer to representational authenticity, or
music that is exactly what it says it is — unlike, say Milli Vanilli
posing as signers, where they weren't. They might refer to
Good music is the authentic expression of cultural authenticity, or music that reflects a cultural tradition—
something — a person, an idea, a feeling, a shared the traditional black guitarist and singer Mississippi John Hurt's
experience, a Zeitgeist. Bad music is inauthentic — it version of 'Stagger Lee', an old African American song about an
expresses nothing. The most common term of abuse outlaw, is more culturally authentic than the Grateful Dead's.
They might refer to personal authenticity, or music that reflects
in rock criticism is 'bland' — bland music has
the person or people who are making it — when Ozzy
nothing in it and is made only to be commercially Osbourne sings 'Iron Man', he tells us nothing about his own
pleasing. life, but when Loretta Lynn signs 'Coal Miner's Daughter', she
tells us a lot.
Simon Frith (1987), p. 136
Hugh Barker and Yuval Taylor (2007), p. x (emphasis added)
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Tension between Cultural Authenticity Cultural Authenticity
and Personal Authenticity
• On the one hand, the musical performance and Last night or the night before that,
I won't say which night
cultural authenticity requires a specific type of
linguistic performance in order to appear authentic. A seaman friend of mine,
I'll not say which seaman,
- Dusty Springfield or Tom Jones Walked up to a big old building,
• On the other hand, individual performers find it I won't say which building,
And would have not walked up the stairs,
artistically difficult to suppress their linguistic and
cultural identity and personal authenticity may not to say which stairs,
prevail. If there had not been two girls,
leaving out the names of those two girls.
- Robert Plant or Rod Stewart
15 16
Personal Authenticity Transcultural Flows
My seaman buddy and girl moved off
after a couple of pages and there I was,
All night long, laying and listening
and forgetting the poems. ‘ways in which cultural forms move, change,
And as well as I could recall and are re-used to fashion new identities in
or my seaman buddy could recollect, diverse contexts’
The girl had told us that she was a niece, Pennycook (2006) Global Englishes and
of Walt Whitman, but not which niece, Transcultural Flows
And it takes a night and a girl
and a book of this kind
A long long time to find its way back
17 18
4. Language Leaking into
Transcultural Flows
Performance Dialects
The flood of Anglo-American music around the world
in the 1950s and 1960s influenced local musicians but
did not prevent them from developing their own
styles, adapting to their own cultures. The result has
been transculturation, where individual music cultures
pick up elements from transcultural music — but also Peter Trudgill (1983)
some national and local music cultures contribute to
transcultural music. The resulting process is
characterized by a two-way flow.
Craig Lockard (1998), pp. 49-50
19 20
John Lennon and a fan on accent Beatles on accent, September 1963
‘I want to play me drums for the Queen’ -- Ringo
21 22
Royal Variety Show, September 1963 Flow of Language Across Cultural Forms
‘linking and intrusive /r/’
There were birds in the sky
The Beatles
But I never saw them winging
(Paul McCartney)
No I never saw them at all
‘Till There Was You’
Till there was you
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6. Your Song I Miss You
style (you are still all in imaginary style) sky (you are the sky)
fly (fly like an image of flowers) fly (fly in a dream)
queen (clear pupils and slender, queen tonight lie (lie forever)
again) deep inside
die (inside me, love die)
smile (smile with a favorite pose)
after (grief after)
oh sing it to me
mind (wavering mind)
oh sing it to me
(like I want to cry)
days (endless days of you)
another sight
oh sing it to me
side (unfinishable my side)
oh sing it to me your song
don't you know?
I will be nothing to you
(sadness is calling)
(a deep sky)
[yond!lu] dive (took me and dive)
31 32
ride on, ride
Waltz
life (eternally existed life)
love (darkness and brightness are ordinary love)
every time nobody calls my name
nakitai k"#ai
nobody calls my name (I've loved)
on your lips, on your lips
n!kt'ai k'#ai stay
by your side (I've gone, but not by your side)
mind (that is stay, floating alone mind)
everywhen please don't close your eyes
everywhen please don't close your eyes
sentence in clouds. . .
and the radio turns on, so I
good-bye (now dearest you, good-bye)
(thinking of you now like blind)
sway (sway in the wind)
ride on, ride
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Interpreted as ‘Personal
Cultural Authenticity
Authenticity’
• Psychedelic music, at the time that Kumi
• Kumi’s English is often proclaimed to be as good was living in San Francisco, was probably
as her Japanese, and this is often attributed to not the dominant genre available, although
the ‘fact’ that she is a returnee. it is very much a part of the SF music
• ‘Psychedelic style’ often attributed to returnee scene.
experience in San Francisco in the 1970s. • Love Psychedelico are very much a part of
• In a recent interview with Love Pscyhedelico a naive ‘hippy movement’ in Japanese pop in
the late 1990s.
Kumi acknowledged that she had lived in San
Francisco when she was age 2-7 (i.e. 1978-85). - Okada Tamio, Puffy, etc.
35 36
7. Musical Singing Style ‘Returnee’ Style
• Often compared in the reviews and trade publications • Grammar is usually correct, although it may not
show the usual sensitivity to style and register
as ‘the Japanese Sheryl Crow’. requirements.
• Might have influenced the Ting Tings (UK). • A large number of English words, usually not
• Style of Japanese is very unique, and difficult for most adapted to Japanese usage.
Japanese speakers to even identify as Japanese.
• Stereotypical ‘foreign’ features of pronunciation:
• Difficultly in performing Karaoke, makes similar groups
- aspiration of consonants, retroflex of post-
like Superfly more popular than Love Psychedelico. vocalic /r/, diphthongization of vowels, etc.
37 38
Authenticity of
Returnee Style Zee Avi, ‘Zee Avi’ (2009)
• Although this may not be a style that Kumi
has personal authenticity with using, she likely
does have access to the style and close
knowledge of it.
• The cultural authenticity of the style seems
to be widely accepted within Japanese
culture, suggesting that the influence of
English is more than just a single aberration.
39 40
Zee Avi: Cultural
Zee Avi, ‘Honey Bee’ (2009) Authenticity
• Has not really experienced much success in
Malaysia, and does not seem to have tried
to find a local route to success.
• Many young Malaysians feel that her use of
English is somewhat inauthentic and that
she should instead perform in Malay.
41 42
9. Style Defined by
Cultural Authenticity
Steve Perry
• Little chance for Pineda to express his personal
linguistic identity, which might be represented by
Filipino.
• It is more likely, however that the personal
authenticity is able to find expression in new material
that Journey writes with Pineda.
• Cultural authenticity, in this case, becomes more
important to the band, which had become largely
irrelevant. The ideology that is presented here values
approximation of the original recording.
49 50
Conclusions Conclusions
• Linguistic authenticity may be measured along these • ‘Authenticity’ is implicitly a value
two different axis: cultural and personal. judgement: authentic is good, inauthentic is
bad.
• While authenticity does not simplify the study of
language in popular culture, it allows us to account
for some of the interesting contradictions involved in
• Performers are evaluated as ‘authentic’ less
often than performances are evaluated.
performing music and, to some extent, performing
ethnicity. • Personal and cultural authenticity criteria
may very well be taken in opposition to
• Authenticity becomes a ‘value-adding’ feature of the one another.
language of popular music.
51 52
Conclusions Conclusions
• Performers manipulate various factors to • Performances my be conceived not as ‘acts
authenticate a performance. These may of identity’, but as ‘acts of authenticity’. In
include linguistic factors, musical, visual, this environment authenticity is
personal history, etc. manufactured by the performer and/or
audience.
• Flows of language and culture create
complex multilinguistic and multicultural • The evaluation of authenticity is based on
environments in which authenticity may be whether or not the manipulated features
performed or evaluated. are focussed or diffuse.
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10. Authenticity of English in
Asian Popular Music
Andrew Moody
University of Macau
amoody@umac.mo
55