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Diversity and Inclusion in English Language Classrooms, 2005.
A look at the challenges facing the English teacher when teaching students whose native language is not English.
1,195 words (approx. 4.8 pages), 9 sources, MLA, £ 28.95
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Abstract
This paper examines how almost every teacher in America is faced with the challenge of teaching English language learners (ELL) due to the cultural diversity of this country. It discusses how it is important for all teachers to be aware of the many strategies that can be used in the classroom to help their ELL students learn not only the English language but also the rest of the academic subjects being taught to the rest of the students. The paper concludes that teaching every student successfully is vital to the future of America since today's students are tomorrows working adults.
From the Paper
"The strategy of using pre-instructional activities such as graphic organizers, semantic webbing, and mapping can be used effectively to help ELL students understand what they are learning. Before starting a reading assignment it is helpful to graph or map the information that will be discussed using a webbing format. If the reading assignment centers on a moral lesson, the teacher can guide the class through a discussion of what moral character is and what some important moral characteristics are to them. After discussing and mapping the concept of moral character with the entire class the ELL students will be more likely to understand the reading assignment. Using webbing and mapping can also help the teacher "determine where the students stand in relation to the content of the upcoming lesson" (Tips for teaching, n.d.). "
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Euskera, the Basque Language, 2007.
This paper discusses the Basque language, Euskera, which is considered to be endangered.
1,585 words (approx. 6.3 pages), 7 sources, MLA, £ 36.95
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Abstract
This paper explains that Euskera was once spoken in Aragon and West Catalonia as far back as the 7th century and, in the 9th and 10th centuries, through mass migration, it reached south of Alava. The author points out that the decline of this language was partly due to decisions made concerning the supremacy of Spanish during the Bourbon period of the 18th Century, which stigmatized Euskera as being only suitable for farmers and peasants whereas Spanish was used exclusively in education and instruction. The paper concludes that Euskera, the Basque language, is almost without monolingual speakers but whether it is doomed extinction is debatable. The paper includes some long quotations.
Table of Contents:
Introduction
An Historical Overlook of Euskera
Spanish and French Attitudes Concerning the Basque Language
Protecting Euskera
Conclusion
From the Paper
"Industrialization also played its part during the 19th century. The need for workers resulted in mass immigration and saw the arrival of so many monolingual Spanish speakers that their numbers far outweighed those of the Basque speakers. The fact that the Spanish speakers moved into several areas where the language had already been lost and the fact that the Franco government prohibited the use of Euskera, both helped to ensured that the language would become endangered."
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Communicative Competence and Language Learning, 2007.
A look at the role of communicative competence and language learning when a learner is learning a second language.
1,517 words (approx. 6.1 pages), 6 sources, MLA, £ 35.95
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Abstract
This paper examines how language learners learning a second language need to develop their communicative competence in order to be able to communicate effectively with speakers of the target language. It discusses how this is because when one uses a language, one needs to take into consideration the purpose, the context and the person that one is addressing. It shows that when one has a good command of communicative competence in the target language, one will be able to communicate in the target language without many problems.
Outline:
Grammatical Competence
Discourse Competence
Sociolinguistic Competence
Strategic Competence
From the Paper
"Most scholars agree that there is some kind of fundamental difference between being able to use the forms of the language and being able to talk about the forms of the language. The relationship between those two kinds of knowledge is a controversial topic (Alptekin, 2002)5. Chomskyan syntax would reject the sentence 'colorless green ideas sleep furiously' as although it is grammatically correct, the sentence is illogical and does not provide a clear meaning. It would also not accept sentences that have subtle semantic differences such as 'my lust for the polish people'. "
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Moroccan Arabic Prepositions, 2006.
A linguistic analysis of Moroccan Arabic prepositions.
7,300 words (approx. 29.2 pages), 6 sources, APA, £ 115.95
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Abstract
This paper researches the subject of Moroccan prepositions in order to gain a better understanding of how they operate within the Arabic language. The purpose of this paper is to analyze these prepositions from the point of view of linguistics.
Outline:
Abstract
General Introduction
Section 1: Definition
Section 2: Inventory
Section 3: Morphological Analysis
Section 4: Syntactic Analysis
Section 5: Semantic Analysis
General Conclusion
From the Paper
"The ablative case marks the movement or motion about something. It also indicates the agent in passive sentences or the instrument or manner or place of the action described by the verb. In the prepositional case, ablative refers to the means by which an action was carried out. However, this semantic value includes various types which are usually the equivalent of other cases that I will discuss later, such as the ablative accompaniment, the ablative manner, the ablative of cause, etc. My concern here is only about the true ablative case (ablative of separation)."
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Who and Which in Bulgarian and English, 2006.
Examines problems of number and gender transfer when translating "who" and "which" from Bulgarian into English.
4,983 words (approx. 19.9 pages), 8 sources, MLA, £ 90.95
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Abstract
There are a number of problems that a translator might come upon when translating wh- words from Bulgarian into English. This paper looks at "who" and "which" in particular. Why is there a problem? In English, "who" and "which" do not take grammatical markers for gender and number, while in Bulgarian they do . In English and Bulgarian, gender is grammaticalized differently. This particularity is sometimes considered a problem for certain translations from Bulgarian, and more specifically, when gender seems of importance to the Bulgarian text. This paper deals with the notions of grammatical and semantic gender only because the former exists in Bulgarian and the latter is used in English. This paper begins with some preliminary remarks, exposing the differences between Bulgarian and English when it comes to number and gender markings. Some translation examples are discussed in more detail in the section entitled "Examples". It must be pointed out that the paper investigates only one side of the problem, where Bulgarian is the source language and English is the target language. Back translation is not discussed here. The main focus is on how gender itself is produced and translated. Following paragraphs clarify what gender is in both languages and what problems translators might encounter if they choose to transfer a gendered reference from Bulgarian into English.
Table of Contents:
Introduction
Preliminary Remarks on Gender and Number in English and Bulgarian
Who and Which in English
Who and Which in Bulgarian
Examples
Conclusions
Bibliography
From the Paper
"In the extra-linguistic world, gender is a physiological phenomenon connected with the structure of some living beings. There are objects with no sex (inanimate) and others with sex (animate). The category of sex has two exponents (male and female). These facts can be reflected in language since gender markings in a given language are, on the first place, categories established through our contact with the natural differences between the sexes and between what we have called "the animate" and "the inanimate". Thus, the linguistic exponent of sex has the following grammatical and/or lexical correspondences in English:
1 M / he male (animate) boy, father, John, etc.
2 F / she female (animate) girl, mother, Mary, etc.
3 N / it O gender (inanimate/undetermined) cat, stone, table, baby (if sex unknown)"
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Christian Hermeneutics, 2006.
This paper discusses 'Christian hermeneutics', presenting both a definition of the term and an explanation of the purpose of hermeneutics.
900 words (approx. 3.6 pages), 3 sources, £ 25.95
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Abstract
This paper discusses Christian hermeneutics, explaining that it is an involved process that requires a significant effort on the part of the reader in order to make a correct interpretation of the Biblical text. The paper further explains that one of the most effective ways to interpret Biblical text is through the grammatical historical method. Using this method the reader interprets the text in terms of the grammar of the original language of the Biblical passage and then interprets it using the context of that passage writer.
From the Paper
"The Christian Bibles provides the guidelines by which many Christians, if not most Christians attempt to live their lives. Unfortunately, not only was the Bible written close to 2000 years ago, it was also written in at least one other language English. For these reasons, the words of the Bible are often subject to interpretation, or misinterpretation, by many special interest groups whose main purpose is to push their own agenda. The simplest explanation of the term "Christian hermeneutics" refers to the study and interpretation of the Christian Bible. According to Hank Hannegraaf, the purpose of hermeneutics is to provide a guideline and "rules" to anyone who might attempt to interpret the Bible (par. 3)."
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Noam Chomsky's Theory of Universal Grammar, 2006.
An analysis of the pros and cons of Noam Chomsky's theory of universal grammar.
1,125 words (approx. 4.5 pages), 3 sources, £ 31.95
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Abstract
In recent years Noam Chomsky has become more famous as a political activist and critic of various American governments than he has ever been as a linguist. Be that as it may there was a time when Chomsky was one of the leading linguistic theorists in America and this paper looks at arguably his most important scholarly contribution to that area of inquiry. Specifically this paper explores the strengths and weaknesses of Chomsky's theory of universal grammar, in particular what it reveals and what it does not reveal or rather what it obscures.
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Prosody, 2006.
An overview and definition of the concept of prosody.
4,050 words (approx. 16.2 pages), 6 sources, £ 114.95
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Abstract
This paper discusses the concept of prosody, pointing out that it is a very difficult concept to define as it interrelates with other corresponding variables and is perceived differently according to the individual. Also, though it is acknowledged as a definite and highly influential part of language, definition and speech perception research on the topic has to date been more limited than one might think. The paper explains that most traditional research has focused on describing the acoustics of prominence and phrasing in restricted speaking styles without revealing knowledge as to how auditory and visual signals actually interact to signal communicative functions in expressive speech.
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A discussion on Biliteracy, 2006.
A review of Nancy Hornberger's article on biliteracy.
900 words (approx. 3.6 pages), 2 sources, £ 25.95
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Abstract
This paper reviews an article by Nancy Hornberger in which she discusses the issue of biliteracy. The paper discusses how Hornberger stresses the fact that although there has been an established plan for first and second language learners in the United States, there has been little evidence that discusses the development of a biliteracy continuum which is essential for multiple language learners. The paper further discusses how according to the article, most educators in today public education system have not previously had the ability to realize that there are correlations in biliteracy that can be used in support of both languages.
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Linguistics in Preschoolers, 2005.
A discussion on linguistically diverse preschool children.
675 words (approx. 2.7 pages), 1 source, £ 18.95
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Abstract
This paper focuses on the primary language impairment of linguistically diverse students. The researchers' intent is to develop appropriate interventions for students that have difficulty with their language of origin, despite their enrollment in an educational system, which supports another language. The paper includes specific questions to be addressed within the study.
From the Paper
"The purpose of the study focused on the primary language impairment of linguistically diverse students. The researchers intent was to develop appropriate interventions for students that had difficulty with their language of origin, despite their enrollment in an educational system, which supported another language. The researchers developed specific questions to be addressed within the study. These questions were: * Why support the home language when it is not the language used in school for the majority community? * Does continued support for the home language undermine attainment in the second language? * Should we support the home language when it includes the code switching or mixing of two traditionally separate languages? * What are some strategies that can be used to support the home language when it is a language that the speech language pathologist (SLP) does not speak ?"
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Effects of Language, 2005.
This paper provides an analysis of cultural language theories by comparing two pieces of literature.
900 words (approx. 3.6 pages), 2 sources, £ 25.95
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Abstract
This paper analyzes the essay "Mother Tongue" by Amy Tan in comparison to the work "If Black English isn't a Language, Then tell me, what is?" by James Baldwin. The paper first summarizes the two essays, and then compares their usage of examples and the tone of each author. The paper concludes that Amy Tan's work is more effective because of the success of these factors.
From the Paper
"Amy Tan describes the effects of language as based upon personal experiences, while James Baldwin describes the linguistic heritage of his language upon the society and culture of African Americans. As thus, in some regards, they remain difficult to compare or contrast. However, Amy Tan's effectual use of specific examples and her tone throughout the piece contributes to making her piece, "Mother Tongue," clearer than "If Black English Isn't a Language, Then Tell Me, What is?" by James Baldwin. In "Mother Tongue," Amy Tan describes the effect of language--in all of its atmospheres--on her childhood and the early parts of her career. She conveys the multiple versions of English which she utilizes daily, from the 'simple' English she employs with her mother or Chinese family to the standard, grammatically wrought English of formal writing."
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Language Biography and Analysis, 2005.
This paper presents an interview with a person who grew up speaking more than one language.
1,800 words (approx. 7.2 pages), 4 sources, £ 50.95
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Abstract
The goal of the exercise is to elicit a language autobiography, an account that focuses on the language experiences of someone who has grown up with more than one language. The paper explains that these language experiences may be tied to different speakers, places or both. The person selected was a woman who emigrated from Greece immediately following WWII. The paper also includes a transcription of the interview.
From the Paper
"Me: First, let me say how much I appreciate your taking the time for this interview. Yia-Yia: It's my pleasure. When Kali asked me if I'd be interested in speaking with you, I thought it would be a good experience for both of us. Me: It's interesting that you should say so. Why is that? Yia-Yia: We Greeks can be very insular, even when we live in other countries. It's always good to have the opportunity to clear up some misconceptions, especially when most Americans only have information about the Greek culture through church festivals. Me: Believe me, I'm glad to have the opportunity. So, my first question for you is, what languages do you currently speak? Yia-Yia: I speak mostly Greek and English, of course and some French. I learned some French by staying in Rheims with family after the war."
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Chimpanzee Talk, 2005.
This paper explores the possibility of speech in chimpanzees.
1,125 words (approx. 4.5 pages), 4 sources, £ 31.95
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Abstract
The paper describes the ongoing interest to chimpanzee's language ability, although they are a largely non-verbal species, who communicate by way of gestures. The paper explains that efforts to teach chimpanzees to speak, as they are almost 100 per cent genetically similar to Homo sapiens, are hoped to produce knowledge of human language acquisition, in the beginning and subjects of language development.
From the Paper
"Marcel Danesi summarized post-World War II efforts to teach chimpanzees to speak, led by the 1960s research of Allen and Beatrix Gardner of the University of Nevada, that centered on their female subject "Washoe" which commenced when the chimpanzee was almost one year of age. (2004: 42, Gardner:1975) Washoe proved capable of using 132 signs of American Sign Language (ASL) within five years. Moreover, Washoe could combine signs to express sets of syntactic relations. The same was accomplished by four other chimpanzees taught ASL that, along with Washoe, were analyzed by Roger S. Fouts. (1996)"
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The Acquisition of Language, 2005.
This paper explores the wonder of language acquisition in our lives.
1,125 words (approx. 4.5 pages), 2 sources, £ 31.95
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Abstract
The paper examines the different forces which makes language such a central role in our lives. The paper looks at how we gain our language skills, how we deal with these language skills socially and culturally and how they define us communally and individually. The paper looks, finally, at how we form our perceptions of ourselves in this world.
From the Paper
"For many people, the acquisition of language occurs so naturally and happened so long ago, that it is a process that they rarely consider. It might cross one's mind when one has a baby or meets someone with a language disability, yet, these thoughts usually recede in accordance with our busy schedules. However, the acquisition and development of language is so intricate and amazing that it is rather amazing it occurs so naturally overall. Language is responsible for a large scope of our human abilities, and thus it is our task to fully examine our language and communication capacities in regards to our development of language."
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