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U.S. Army Military Lingo, 2004.
This paper is a linguistic analysis within the sphere of phonetics and phrenology of U.S. Army military lingo.
1,670 words (approx. 6.7 pages), 1 source, APA, £ 32.95
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Abstract
This paper explains that, within the military, new words are often created out of a need for efficiency and clarity. The author points out that acronyms, truncated words, different words, nicknames, radio terminology, and obscenities play a key role in U.S. Army lingo. The paper includes examples of truncated words, such as 'Medevac', which stands for medical evacuation; 'comms check' for a communication check; 'mando study' or 'mando' is mandatory study; 'reclass' stands for reclassify; 'ammo' for ammunition; and a 'warno' is a warning order, which tells you that something is coming up.
Table of Contents
Introduction
Army Lingo: Acronyms, Truncated Words, Different Words, Nicknames, and Radio Terminology
The Phonetic Alphabet
Phonetic Numbers
Conclusion
From the Paper
"The list of truncated words in the U.S. Army is seemingly endless. Army personnel eat chow at the chow hall. The phrase "cherry pickers" refers to an exercise that resembles picking cherries, while a bird is a helicopter. A lifer is a career military man (usually derogatory), while falling out is the term for falling behind in a run. Rocking out is totally failing a course. If you are lucky, you will just roll back, or get recycled, which is repeating a course of study. Ruck up means to put on your ruck sack and gear. ?Hooah!? is similar to saying ?Go Braves,? however it is so versatile that it can be used to show excitement, say ?yes?, or say that?s ?cool,? or that?s ?inspiring.? The term barracks refers to dorms."
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Hip Hop Music and BEV, 2004.
A dissertation that addresses the evolution of speech patterns that have developed from black music during the past half-century, focusing on hip-hop music.
6,700 words (approx. 26.8 pages), 17 sources, APA, £ 91.95
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Abstract
The phenomenon of hip hop has spawned a new way of dressing, acting, and speaking adopted by black young people, as well as an increasing number of young whites, especially males. Hip hop and its music and speech patterns, known as hip hop or rap or gangsta rap, has moved out of the ghettos and into suburban, middle-class neighborhoods, especially among the young males in those neighborhoods. This paper questions whether it is a bona fide language type, such as Black English Vernacular (BEV), in and of itself, or whether it is a dialect of BEV. Also investigated are the vectors by which this speech might have crossed the color divide and why. Finally, how hip hop/rap/gangsta came to be and what it owes to previous black dialects, as well as to African and West Indian influences, are considered. What emerges is a constantly changing dialect that appeals to the same populations that generally cause language change, the lower classes, which start it, and the middle classes, which carry it upward.
Table of Contents
Abstract
Introduction: Statement of Problem
Review of the Literature and Research Questions
Language of the Black Diaspora
Other Cultural Factors
Black English Vernacular Dialects: Africans via the West Indies
Use of ?Downmarket? Speech among Britons, White and Black
Is Estuary English Equivalent to BEV Dialects?
Lowest Common Denominator?
Hip-hop Language and Women
Women as Primary Musicians/Speakers of BEV Dialects
Other Voices
Methodology and Results
Appendix
From the Paper
"Kopano argues, in essence, that in their defiant states, both bebop and rap (hip-hop) artists create a rhetoric that is creative in the verbal and nonverbal mode. Both obviously include, either by contribution or adoption, other lifestyle factors, such as clothing choices. And, by extension, the dialect of Black English each one has engendered is likewise dispersed throughout the Black community, and adopted, at least in some ways, by the White community, particularly by the White males who are arguably attracted to the inherent subversive/aggressive message contained in it."
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Teaching Reading, 2004.
Discusses the different processes of learning to read with first and second-language students.
2,751 words (approx. 11.0 pages), 11 sources, APA, £ 49.95
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Abstract
Reading is a critical component of second-language learning. Although the research on second-language reading has been going on for decades, the findings are not communicated to the ESL (English Second Language) teacher at the secondary level. ESL teachers are left on their own to understand how to teach ESL reading, to follow the swings of the pedagogical pendulum without understanding the principles, or to follow trends in primary-language reading without considering differences between primary and secondary reading practices. This dissertation examines the most recent research-based instructional and reading processes for both primary and secondary language students. The study examines the difference between primary language instructional theory and practice and second-language learner instructional theory and practice.
From the Paper
"Vocabulary development is also a vital part of the ?learning to read English? process. It is very important to understand that ESL students may not have life experiences that contribute to English vocabulary meanings. This makes it difficult for an ESL student when approaching an unknown word and trying to sound it out. The ESL student determines if the word makes sense based on his or her understanding of the word. If a student does not know the meaning of the word, there is no way to check if the word fits, or to make meaning from the sentence. Vocabulary development is also a primary determinant of reading comprehension. Readers cannot understand the content of what they are reading unless they understand the meaning of the majority of words in the text."
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Male and Female Non-Verbal Communication, 2004.
A discussion of the ways men and women interact with each other without using speech.
1,438 words (approx. 5.8 pages), 8 sources, MLA, £ 28.95
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Abstract
This paper examines how nonverbal communication differs between the genders. This paper focuses on examining three forms of nonverbal communication, facial expressions, eye gazes, and the ability to "decode" the individual meanings behind these gestures. The paper also looks at how men and women use and interpret these gestures differently. The last part of this paper looks at the reasons behind the gender differences in nonverbal communication, focusing on the different socialization of men and women. In this part, the paper also makes recommendations regarding the implications of these gendered forms of nonverbal communication for daily interactions.
From the Paper
"In their seminal work on facial movements, Paul Ekman and Wallace Friesen argued that there are six basic human emotions -- fear, surprise, anger, disgust, happiness, sadness and surprise. Furthermore, the researchers argued that these emotions are expressed through universal facial gestures, using the same facial-muscle movements. People from different parts of the world use the same facial expressions, regardless of culture. However, later studies found significant differences in the degrees of expressiveness in the faces of male and female subjects."
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Yiddish, 2004.
A study of the Yiddish language and its use today.
1,813 words (approx. 7.3 pages), 6 sources, MLA, £ 35.95
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Abstract
This paper looks at the Yiddish language, which originated in Eastern Europe and was brought to the Western World towards the end of the 19th century. The writer includes a history of the language and shows which Yiddish words have become common used words in the English language today. Finally, the paper offers some data collected by a study at Columbia University about the dialect.
From the Paper
"The Yiddish dialect is commonly used in the American language. There are dozens of Yiddish words that have been assimilated into American slang speak. Yiddish has impacted American culture in a variety of ways. Yiddish culture, drama and writing influenced the American theatre scene and a large body of literary works through the early 1900s. It was in fact greatly popularized during this period of time, and many Yiddish playwrights and poets were well known and respected within the United States. However of late the press suggested that Yiddish is steadily declining within the United States, to the point of virtual extinction."
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Laughter and ESL, 2004.
A look at the use of humor in teaching English as a second language.
6,582 words (approx. 26.3 pages), 5 sources, MLA, £ 91.95
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Abstract
This paper examines how laughter can be an important tool for teaching and how one of the areas in which it can be especially helpful in teaching students is that of ESL, or English as a second language. It looks at how understanding humor requires an analysis of language on the level of syntax, grammar, and semantics, and unlike other exercises that require an equal amount of linguistic ?work?, in the case of humor there is a reward, ?getting? the joke. It also discusses how the complexity of humor that combines cultural, ethnic, national. and religious backgrounds can help the second-language learner to recognize that humor contains many hidden cultural meanings and, therefore, functions as a social unifier within groups.
From the Paper
"Puns can server as useful ?pedagogical tools for several functions. . . . enlarging vocabulary and in explaining the anomalies of English spelling, syntax and phonology? (Monnot, 1974, p. 71). Teaching bilingual students requires a great deal of flexibility on the part of the teacher. This is especially true if there are several different cultures and languages represented in any given classroom of the second language learners. Monnot (1974) recognizes that ESL classes usually require special emphasis on cultural background as well as the language being spoken."
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Cognitive Psychology Meets the Lexicon of Linguistics, 2004.
Explains the cognitive processes of understanding sentences with anaphoric references.
1,853 words (approx. 7.4 pages), 2 sources, MLA, £ 35.95
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Abstract
This paper examines the use of anaphors, an element of language that can only be understood contextually, in the English language. More specifically, an anaphor is defined as an element of speech that depends for its reference on the reference of another element. The paper looks at the syntactic constraints on anaphoric reference and how the use of anaphors can completely change the meaning of a sentence. Also discussed is the importance of sequencing in language and how anaphors refer to sequential aspects of language patterning.
From the Paper
"One could argue, of course, that either way, this is irrelevant, as the two ideas are interrelated?when boring people visit one?s home, life often feels quite boring, just as visiting boring people can itself be quite boring! However, to determine the precise semantic meaning in a sequential fashion, one must understand the context the speaker is speaking from. Is it that dear Aunt Mary and Uncle Bob are boring people, and the speaker finds these unwelcome visiting relatives to be unpleasant intruders in his or her happy home? Or is the speaker dreading suffering through a visit to these two individuals? home for a dreary Thanksgiving of dry talk and dry turkey?"
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Teaching ESL to Adults, 2004.
A look at the challenge of teaching English as a second language to adults in a multilevel class.
1,839 words (approx. 7.4 pages), 4 sources, MLA, £ 35.95
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Abstract
This paper looks at how there are many strategies that can be used within the ESL classroom that will assist both ESL adults and children in their goals of effectively maneuvering through their new English-speaking world. It examines how adult ESL learners are especially helped by conversation and communication styles, as the subtleties of the impact that culture has upon language may be one of the hardest lessons they have to learn.
From the Paper
"There are many strategies and or styles for the integration of communication into the ESL classroom, several of which are outlined by Peyton and Crandall in Philosophies and Approaches in Adult ESL Literacy Instruction. Within this work Peyton and Crandall briefly review each of the five major ESL approaches: Freirean or participatory education, whole language, language experience approach, learner writing and publishing, and competency-based education. Within all five of these proven successful approaches the reader can see the import and impact of interpersonal communication on the learner."
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English as the Official Language, 2002.
A discussion of the need for additional languages in the U.S.
1,206 words (approx. 4.8 pages), 7 sources, MLA, £ 24.95
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Abstract
This paper questions the policies of the U.S. government in making English the only official language of the U.S. The paper shows how federal regulations, such as Executive Order (EO) 13166, impose too high a cost and burden to serve the needs of a small interest group and, in some instances, make it more difficult for LEPs to obtain access to the very services that they are intended to facilitate.
Contents:
Introduction
Research
Summary
From the Paper
"Advocates of bilingual education state that these programs teach English in the most effective manner. They believe that English-Only instruction can leave LEP students languishing behind their native English speaking peers. They state that children who can?t understand what their teacher is explaining have a very tough time doing well in school, and many of these kids drop out at an early age."
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Second Language Learning, 2002.
This paper discusses the problems concerning bilingualism in the classroom and the importance of English as a second language (ESL) programs.
2,500 words (approx. 10.0 pages), 9 sources, APA, £ 45.95
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Abstract
This paper examines how, in the United States, ?bilingualism? is a term that goes far beyond the use of more than one language and how the bilingual child in the American classroom commonly summons forth the image of a child who speaks English poorly, has difficulty learning and keeping up with his peers in school, and needs remedial classes. It discusses how English as a second language (ESL) programs are essential for the bilingual and/or multilingual students and how the bilingual learner in the American classroom deserves the same opportunities as those provided to native English-speaking students. It shows how decade's researchers and educators alike have argued about the best ways to teach ESL, and although many have disagreed on the methods employed by most ESL programs, few can argue about the importance of such programs in the American educational system.
From the Paper
"For the most part, studies conducted to date on classroom interaction and English as a second language learning (ESL) began their examinations into second and foreign language learning from this more traditional perspective. However, ?they cross disciplinary borders and draw on theoretical insights and empirical evidence found in areas outside of what has generally been considered the main purview of the ESL field. Their findings join our interests in reconceptualizing second and foreign language learning using a broader, sociocultural perspective of language and learning with practical concerns for nurturing classroom communities of successful second and foreign language learners.? "
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Teaching the Diverse Student Community, 2002.
A discussion on how to improve standards of education of students with diverse, multi-cultural and multi-linguistic backgrounds.
996 words (approx. 4.0 pages), 1 source, MLA, £ 21.95
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Abstract
This paper examines how the United States is a nation of multi-cultural diversity and how, today, educational institutions are faced with a difficult problem of improving their standards and adapting their curricula to cater to the learning requirements of students from a variety of cultural origins. It looks at how some of the institutions have tried to overcome this problem by having multiple standards for the native English-speaking and the LEP (Least English Proficiency). It analyzes how this approach has seriously handicapped the LEP students by lowering their standards and attempts to propose a remedial solution.
Outline
Introduction
Coupling Language Skills and Knowledge Acquisition
Cross Disciplinary Approach
Interactive Study
Work Groups
Conclusion
From the Paper
"Teaching is taken to a new dimension when teachers follow a cross- disciplinary approach. This is especially so in a multicultural class environment wherein students from different cultural and linguistic backgrounds are involved. In a cross disciplinary approach, as and when the students encounter a new term (culturally) the teacher takes time to delve in depth about that particular aspect. This may consume considerable time and effort but it is always rewarded with a better understanding on the part of the student. Furthermore research also indicates that teachers with multilingual abilities help the LEP students to understand and assimilate the subject content better by providing them with translations in their own languages as and when required."
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TESOL, 2002.
This paper discusses the methodology for teaching English to speakers of other languages, TESOL.
2,365 words (approx. 9.5 pages), 6 sources, MLA, £ 43.95
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Abstract
This paper explains that TESOL differs from English instruction for native speakers in that its primary foci are on language and cultural practices in English-speaking countries, as opposed to English literature.The author points out that of the many alternative methods now in use, most have common basic elements: The learning of phrases and sentences instead of single words, the infrequent use of the native tongue, and the emphasis on the spoken language, but all still rely on memory as the key to mastery and include a variety of tools to aid memory, including video and audio tapes, drills and exercises. The author recommends that the instructor yo-yo back and forth from the right brain of Total Physical Response Approach (TPR) to the left-brain of ALM; anything new is first internalized through the body with TPR, then switch to the other side of the brain for verbal exercises of speaking, reading, and writing.
Table of Contents
Introduction
Various Approaches in TESOL
The Communicative Approach
The Natural Approach
The Task-Based Approach
The Audio Lingual Approach
The Silent Way Approach
The Counseling-Learning Approach
The Accelerated Learning Approach
The Total Physical Response Approach (TPR)
Conclusion
From the Paper
"The natural approach is based on a number of hypotheses about learning procedures and conditions for learning. Most of the hypotheses are based on one of the most influential models of Second Language Acquisition, called the Monitor Model, developed by the American Linguist, Stephen Krasher. The Monitor Model is closely linked to the distinction between learning and acquisition. The adult learner has two ways of attaining the ability to perform in English: tacit (or subconscious) acquisition and conscious learning. The monitor hypothesis states that in English performance, the subconscious knowledge of English attained through acquisition initiates an utterance plan, whereas the monitor checks and corrects the language output. The Monitor is explicit; it is the learned knowledge of rules of the language (Rosebery et al. 1992)."
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IT and Language, 2002.
An examination of the effect of information technology on language around the world.
1,098 words (approx. 4.4 pages), 3 sources, MLA, £ 23.95
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Abstract
This paper claims that information technology (IT) and its present language of preference, English, is having a profound effect upon global societies through its influence on native languages and, hence, on native cultures. This paper addresses those and other issues regarding Internet, language, and globalization.
From the Paper
"As to the impact Western-spawned technology in general is having on cultures overseas, author Thomas L. McPhail (Global Communication: Theories, Stakeholders, and Trends) suggests that there is a kind of ?electronic colonialism? (EC) now sinking its fangs into lesser developed countries (LDCs). This EC reflects the dependency LDCs have on the West, which is caused by ?the importation of communication hardware and foreign-produced software, along with engineers, technicians, and related information protocols? (pp. 14-15) into LDCs. These hardware and software technologies (?from comic books to satellites, computers to fax machines, CDs to the Internet?) establish a set of foreign norms, values, and expectations that, to varying degrees,? McPhail asserts, ?alter domestic cultures, habits, values and the socialization process itself.?
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Language, 2002.
A study into the importance of language on a community and culture.
956 words (approx. 3.8 pages), 4 sources, MLA, £ 20.95
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Abstract
The purpose of this discussion is to analyze the impact of language, culture and community on education. The main focus of the paper is an analysis of the importance of a common language within the classroom. The paper begins with a discussion of the definition of language. The writer believes that as America continues to grow in diversity, the education system will have to deal with problems associated with language and cultural differences.
From the Paper
"Language is one of the most important components of any society and allows individuals to communicate with one another. In the educational environment speaking a common language is essential to the learning process. When teachers and students speak and understand the same language the results can be dramatic. Students are able to learn more comprehensively and teachers are able to communicate more effectively with parents."
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