This slide contains about a linguistic branch which is soicolinguistics. It discusses about
*perspectives of sociolinguistics
*speech community
*varieties of sociolinguistics
*Pidgin and Creole
I created these PowerPoint slides for a presentation I delivered during an internship at the Public Affairs Section of the U.S. Embassy in Korea. The audience was a group of Korean university students who
visited the Embassy to learn more about the United States.
This slide contains about a linguistic branch which is soicolinguistics. It discusses about
*perspectives of sociolinguistics
*speech community
*varieties of sociolinguistics
*Pidgin and Creole
I created these PowerPoint slides for a presentation I delivered during an internship at the Public Affairs Section of the U.S. Embassy in Korea. The audience was a group of Korean university students who
visited the Embassy to learn more about the United States.
Exercising Eco-Linguistic Approach in Teaching English: Proposed Conventions for TESOL/TEFL Pedagogy
Dr. Elena Shelestyuk, Chelyabinsk State University, Russia
The linguistic ecology approach to teaching a language entails the preservation of linguistic and cultural diversity. To be legitimized as an international auxiliary language (IAL) for world communication, English should …
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Call for Papers/Ahwaz Conference
Academics and university lecturers are cordially invited to present their research in English, Arabic or Persian:
The Fourth Annual International Conference on Languages, Linguistics, Translation and Literature
Ahwaz, Iran
1-2 February 2020
For more information, please visit the conference website:
WWW.LLLD.IR
Using a theoretical concept by combining linguistic relativity and linguistic determinism – the
structure of our language; a set of specific selected words influence man’s perception of the world and language
use determines thought and action, data was collected and analysed qualitatively. The aim of the paper is to
illustrate the pertinence of culture in language use and actions with emphasis to explore the contextual symbolic
meanings of specific words in Africa nation states’ quest for peace. Specifically, in this paper we examine
carefully selected and uttered lexis and their significant meanings in Cameroon, South Africa and Uganda. The
results of the study confirmed that words have unique significance in relation to the culture, history and identity
of a particular African people. Words used in the Cameroon context, ‘all is well’, are mostly words of hope and
assurance in a war-free nation. The interpretation of some words, ‘Rhodes must fall’, generate disputes and
lead to violent actions in the search for peaceful and prosperous co-existence in an apartheid ridden country
like South Africa. Certain words of greetings, ‘you still exist’, though a total recall of pain and torture in a
period of turbulence and massacre in Uganda, portray gratitude and delightedness among citizens.
Brief look at the nature of global communications and the ways it's changing how we can organise, share, cooperate and act collectively to change things.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
2. English English is the official language of the United Kingdom and is spoken by around 400 million people around the world.
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4. The Welsh Language Act 1993 establishes in law the equality of the Welsh and English languages in Wales. It places an obligation on the public sector to treat the Welsh and English languages equally in the provision of services to the public in Wales.
5. According to the 2001 census results, 582,368 people aged three and over were able to speak Welsh - 20.8 per cent of the population of Wales.
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7. Cornish Since 2002, Cornish has been recognised as a minority language by the UK government, under the European Charter for Regional or Minority Languages. The Charter protects and promotes historical regional and minority languages in Europe, in recognition of the contribution they make to Europe's cultural diversity and historical traditions, and to limit the danger of extinction. http://www.direct.gov.uk/en/Governmentcitizensandrights/LivingintheUK/DG_10012519
8. And the others? What are we talking about when we refer to multilingual language rights? Do you have a right to speak your native language? Do you have a right to be educated in that language? What’s at stake in issues of language rights? Where do you get those rights from?
9. Declaration on the Rights of Indigenous Peoples (2007, UN) Three articles pertain to language: Article 13 1. Indigenous peoples have the right to revitalize, use, develop and transmit to future generations their histories, languages, oral traditions, philosophies, writing systems and literatures, and to designate and retain their own names for communities, places and persons. Article 16 1. Indigenous peoples have the right to establish their own media in their own languages and to have access to all forms of non-indigenous media without discrimination.
10. Declaration on the Rights of Indigenous Peoples, 2 Article 14 1. Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning. 2. Indigenous individuals, particularly children, have the right to all levels and forms of education of the State without discrimination. 3. States shall, in conjunction with indigenous peoples, take effective measures, in order for indigenous individuals, particularly children, including those living outside their communities, to have access, when possible, to an education in their own culture and provided in their own language.
11. US Commissioner of Indian Affairs for Alaska in 1886, justifying the introduction of schools to Inuit & American Indians: They [Native Americans] must abandon tribal relations; they must give up their superstitions; they must forsake their savage habits and learn the arts of civilization; they must learn to labor, and must learn to rear their families as white people do, and know more of their obligations to the Government and society (Darnell & Hoem, 1996:62).
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14. Edward Piwas, (Innu elder and hunter) Utshimassit There will be no fish, caribou, ducks, geese at Emish [Kaupiskatish-shipis] after the mining starts. The bear is different. The bear is like the whiteman, but he can’t live with them in the winter. He will walk around in the Emish camp. He will eat at the whiteman’s table because the Akanishau has killed the fish in the river. The white people will keep the baby animals for pets and these animals will starve - they will not know how to hunt for themselves. Take for example the goose that was seen at Black Ash. It was lost and didn’t know its migration route. Even the moose - he is the brother of the Akanishau. He will walk on the streets of Emish with a tie. The Akanishau has three friends - bear, moose and raven, but he can’t be friends with the squirrel because it steals from them. The smog from the milling plant will kill the plants and animals. And it will float into our community. We will not see the smog - it will slowly kill the animals and us. They will probably not just drill in one place - they will drill all around us. The wildlife officer will know when he can’t find any animals. He will blame us for the lack of them but he will not think about the drilling. (Innu Nation, 1996a:38)
15. The white man takes such things as words and literatures for granted, as indeed he must, for nothing in his world is so common-place. On every side of him there are words by the millions, an unending succession of pamphlets and papers, letters and books, bills and bulletins, commentaries and conversations. He has diluted and multiplied the Word, and words have begun to close in upon him. He is sated and insensitive; his regard for language – for the Word itself – has diminished nearly to the point of no return. It may be that he will perish by the Word. N. Scott Momaday House Made of Dawn
16. 3-600 languages left in 2100? Optimistic estimates 50% of today’s spoken languages may be extinct or seriously endangered in 2100 Pessimistic but realistic estimates 90-95% may be extinct or seriously endangered in 2100
17. What then is language policy? Planned interventions pronounced and implemented by states, supported/enforced by law Nearly always in multi-lingual/-cultural ecologies Policies compare/evaluate language status/function and differentially impact the varieties they recognize As well as those that were left out for whatever reasons Necessarily reflect power relations among groups Various political & economic interests – internal & external Latter include (ex-)colonial powers, international business concerns, neighbour states, politically aligned groups, etc.
18. Examples of official Language Policies Assam Language Act 1960 made Assamese compulsory in govt, led to ethnic tensions/violence w/Bengali migrants Tanzania changed language of secondary education from English to Kiswahili (2001) Ghana changed from using vernacular languages in first 3 years of primary school to English (2002) Council of Europe (2001) urged govt. of Macedonia to allow use of Albanian in schools, courts & administration Egyptian govt requires fire extinguishers in Cairo taxicabs to have instructions written in Classical Arabic In fact most taxi drivers cannot read them…
19. Examples of un-official Language Policies Consider non-official policies, too – states may be dysfunctional, contested, newly-formed, multinational Kansas City school suspends child for using Spanish in class– no policy?– school board rescind suspension (2005) Arab funding of Somalian schools leads to Arabic replacing Somali as language of education (2004) Linguistic landscape studies (street signs, site and place names) show different bilingual patterns in Israel: Hebrew/English in Jewish areas, Arabic/Hebrew in Arab ones, Arabic/English in East Jerusalem. (Official languages are Hebrew and Arabic.)
20. Elements of language policy 1 Language practices of community or polity: patterns of selection from linguistic resources /repertoire, for particular domains Domains: constellations of institutional factors which affect language selection (Fishman 1965, 1972) – typically, settings, occasions and role relationships; Or, locations, topics and participants
21. Elements of language policy 2 Language ideologies and attitudes about language and use Ideology: a system of symbolic forms which work to create and support systems of social power Language ideologies systematically associate language choices and speakers with e.g. economic, political, and moral dimensions Languageplanning then is an attempt to change practices, which must engage with language ideologies.
22. Contrasting definitions of Language Policies Spolsky (2004): Language policy is comprised of all three components (practices + ideology + planning) Shohamy (2006): Language policy falls between ideology and practice. Includes both overt & covert mechanisms which create & maintain both official policies & de facto ones (=practices) Overt: school language policy, citizenship or voting test Covert: street sign, school language test, monolingual health info
23. Contrasting definitions of Language Policy Schiffman (1996): Language is main vehicle for the construction, replication, transmission of culture itself Language policy is primarily a social construct, rests primarily on other conceptual elements: Belief systems, attitudes, myths Whole complex can be treated as linguistic culture "Language policy is not only the specific, overt, explicit, de jure embodiment of rules in laws or constitutions, but a broader entity, rooted in covert, implicit, grass-roots, unwritten, de facto practices that go deep into the culture."
30. But Language Policy in whose interests? Q of how language is used to reproduce social and economic inequality, & role of experts, loomed larger Use of post-colonial language for technical/formal domains, indigenous vernacular for others, led to Imposed stable diglossia, status loss for I/V, and privileging of educated elites, like colonial model How are language policies used as instruments of Western extension of control over other peoples? Do they favor majority/elite/client interests over those of minorities/masses/independence-seekers?
31. Critical views of language shift Are Western ideas of monolingualism and cultural homogeneity – with diglossia as “2nd-best” fallback – And a “rational-choice” model of decision-making, with capitalism and market values underlying it,… Assumed as prerequisites for modernization, social/economic progress, democracy and national unity? Histories of standardization reveal it as product of modern state-formation processes and ideologies; Why is this pathway presumed good for developing, multilingual countries w/indigenous diverse peoples?
32. Linguistic Imperialism & LHR Societal multilingualism should be set as the norm, Accepted as prerequisite for functioning democracy. Groups can better participate on level ground with institutional recognition given their language/culture. LHR is one way to champion such goals both at level of states and international protections & instruments. LHR also aimed against linguistic imperialism – the continued dominance/exploitation by large powers, using their languages as weapons and contributing heavily to language shift and loss (soit’s argued).
33. Linguistic hegemony at home “Monolingualism but…” is common among nations – Hegemony of one national or official language, named in a constitution or legislation, but with Tolerance for 1 or more regional/minority languages achieved by (variously enforceable) legal means Eg, US 14th Amendment and Civil Rights Act Title VI One LP goal is to codify such tolerance, determine who it should extend to, & make it accessible to them NB: such “Lx tolerance” only makes sense where ethnic/nationalist monolingualism is assumed to rule Paradigm set by Act of Union, French Revolution, post-1812 treaties, then German & Italian nationalism...
34. Print Capitalism & Nations Print capitalism – dissemination of the written word in the standardized form of a national language, as commercial enterprise …was crucial to the formation of modernity & building of nation-states. Print capitalism also was agent for the development and marketing of language ideologies, …which place citizens within national contexts by linguistic means. - “Greeks speak Greek, wherever they are” Educational systems were organised, in part, to guarantee the success of this enterprise, and of the new national identity it supports and is emblematic of
35. Selling National Language Ideology A principal type of successful language ideology 1) Creates hierarchies of language, 2) Valuing most highly the written standard form of a national language, abstracted from elite speech, 3) Makes it subject to (upper middle) class norms through education, and 4) Sells it to the whole society as the Only True Form of Language. 5) Other forms are then erased & made Not-Language.
36. Functions of a Monoglot Ideology “Monoglot ideology” invests in monolingualism as a fact, and denies evidence of linguistic diversity. How? by coupling belief in pure standard language, With membership of ethnolinguistically-defined group + Right to reside in a region occupied by them. “We’re English. We speak English here!” Herder: Volk + language + territory = nation-state This ideology produces identities (=of citizens), and Works effectively to prohibit public linguistic diversity.