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Bilingualism, 2004.
An analysis of bilingualism and its effect on children.
2,509 words (approx. 10.0 pages), 13 sources, MLA, £ 52.95
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Abstract
This paper discusses how different ethnic and cultural groups influence the process of bilingualism. The paper focuses on the effect that bilingualism has on children. The paper identifies immigration and intermarriage as the two main ways that children become bilingual. The paper distinguishes between two different kinds of bilingualism: fluent bilingualism, if a child speaks both languages fluently; and limited bilingualism, if a child doesn't speak any of the languages well.
From the Paper
"In the discussion part of the paper Schecter discussed the relationship between family language environment and the development of bilingualism in different sociolinguistic contexts. She also pointed out the importance of parents' attitude toward bilingual education and success of their children in bilingualism. Parents experience the events associated with language use day-to-day life as enablers of, or constraints to, the maturation of their children's identities as social and cultural beings."
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Noam Chomsky and Linguistics, 2003.
An analysis of the contribution of Noam Chomsky to linguistics.
1,674 words (approx. 6.7 pages), 7 sources, MLA, £ 37.95
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Abstract
This paper tidentifies and analyzes the important contributions made by Noam Chomsky to the field of lingusitics. It looks at important concepts such as generative grammar, I-language and universal grammar. The resistance to the behaviorist approach to understanding language is ultimately linked to his anti-establishment politics.
From the Paper
"The idea of universal grammar is a central one to Chomsky?s linguistic theory. Inherent to this idea is the concept that human beings are equipped with a distinct language faculty in our minds; this faculty is governed by an innate understanding of universal grammar, ?All the minds of human beings include the principles that movement is structure-dependent and that heads are on certain sides of phrases; they are part of the common Universal Grammar. It is not relevant to UG theory that English has a particular set of properties, French another, German another; what matters is what they have in common? (Cook & Newson, 1996, p. 32)."
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DeSica?s "The Bicycle Thief", 2005.
This paper analyzes the role of Bruno, the son, in the Italian neo-realist film, "The Bicycle Thief." It also explores the father-son relationship of Bruno and his father, Antonio, in its ethical dimensions.
1,523 words (approx. 6.1 pages), 3 sources, MLA, £ 34.95
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Abstract
In this paper, the author focuses on two scenes from "The Bicycle Thief:" The restaurant scene and the final scene in which Antonio attempts to steal a bicycle. By focusing on these scenes, Bruno?s role in the film as an ethical counterpoint to Antonio is made clear.
From the Paper
"In Victor de Sica?s The Bicycle Thief (1948), the main character is Antonio, a working-class Italian living in Rome after the end of WWII and trying to support his family. However, equally important to the story is Antonio?s son, Bruno. Throughout the film, there are many events, but it is through Bruno and the relationship between him and his father that they are given value and meaning. In some ways, de Sica uses Bruno as a ?barometer of the condition of Antonio?s spirit as he pursues his agonizing search for the lost bicycle (http://www.enl.umassd.edu/InteractiveCourse/Ethompson/bicyclethieves.html).?"
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Teaching Writing Skills, 2005.
Examines several approaches for the improvement of literacy and writing skills in the educational field.
1,538 words (approx. 6.2 pages), 4 sources, APA, £ 34.95
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Abstract
Most educators today seem to prefer a phonics-based, rather than a holistic language, approach to teaching literacy in the classroom. This paper examines various studies positing the developments of cognitive and behavioralist approaches to literacy and the improvement of writing skills in students and also examines the phonics program as a realistic method of teaching these skills in a contemporary and dynamic in-class structural environment.
From the Paper
"When phonics, on the other hand, is taught with worksheets rather than by teachers articulating the sounds, the sounds of the letters are most often identified using key words, pictures, and even latter names, providing a more broadened base for a variety of different learning styles. This can, however, interfere with and slow down the decoding process when the same letters are needed to spell or read words other
than the one used in these memory keys. ?The shape and form of the letters are really the only picture students require? (Phonics, 2003)."
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Bilingual Language Development, 2004.
An exploration of the process of double language acquisition by children.
2,676 words (approx. 10.7 pages), 11 sources, MLA, £ 55.95
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Abstract
This paper examines how there are several different ways to expose children to a second language. It looks at how some children are exposed to two languages since birth and how others are exposed to a second language once they enter a school program. It discusses how the process of double language acquisition is not so smooth and how there are a few discrepancies in fluency and language confusion to be taken into account.
Outline
Introduction
How Children Learn Two Languages
Stages of Development
Code Switching
Language Mixing
Two Languages, One Sentence: Not a Sign of Confusion
Language Imbalance
Language Loss and Semilingualism
Conclusion
From the Paper
"For some bilingual children, code switching is a normal language phenomenon. While some children acquiring a second language appear to confuse the two languages at first, code switching is a normal aspect of second language acquisition. Young bilingual children tend to insert single items from one language into the other (McClure, 1977), primarily to resolve ambiguities and clarify statements. Children over nine and adults, however, tend to switch languages at the phrase or sentence level, typically to convey social meanings. Studies of code switching in adults show it to be a sophisticated, rule-governed communicative device used to achieve goals such as conveying emphasis or establishing cultural identity."
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Germanic and English Language, 2004.
A discussion on the influence of the Germanic tongue on English vocabulary and grammar.
1,848 words (approx. 7.4 pages), 12 sources, MLA, £ 40.95
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Abstract
This paper focuses on how the English tongue was derived from Germanic by examining the similarities between the structure and vocabulary of Old and Middle English and German. It looks at how Anglo-Saxon was an inflected language with a structure that is still retained by modern German speakers, coupled with word gender, past participle formation and the process of compounding. It explores through a literature review of works such as "Beowulf" and the Anglo-Saxon poem "The Seafarer" how the English that we speak today essentially evolved under the influence of many languages and how the Germanic tongue was perhaps one of the most instrumental in its formation.
From the Paper
"On perusal of an Anglo-Saxon text such as Beowulf it would seem that the modern English translation uses far more words. The Germanic influence on Old English meant that it was a synthetic language structured on the inflection of nouns and adjectives for four cases in the singular and four in the plural. Through the inflection of Old English one could distinguish the job a word did in a sentence by its ending, regardless of its position. For example, the difference between the Modern English sentences, (i) the woman saw the man, and (ii) the man saw the woman is a matter of word order."
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Communicative Language Learning, 2004.
A discussion of several studies into the role of classroom correction and English language teaching methods.
2,921 words (approx. 11.7 pages), 20 sources, MLA, £ 59.95
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Abstract
This paper discusses that it is possible as well as beneficial to combine focus on form with focus on meaning in English language teaching. The writer examines two studies from an output enhancement point of view. The first, by Kowal and Swain (1997) experimented, in a French immersion classroom, with two tasks that were intended to assist learners in moving from semantic processing to syntactic processing. The second, Doughty and Varela (1998) experimented with corrective recast (i.e., repetition and recast) in an ESL content-based classroom.
From the Paper
"The history of second language teaching has witnessed changing perceptions of corrective feedback (Celce-Murcia, 1991). Views on the role of corrective feedback can be highly diverse, even polarized. The Audiolingual Approach, for example, advocates minimal or no tolerance of learner errors and suggests that every effort be made to prevent them. On the other hand, the Natural Approach considers error correction unnecessary and counterproductive. The latter view is also shared notably by the Communicative Language Teaching (CLT) approach that has come to dominate second language classrooms since the early 1970s."
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English-Only Policies in the American Workplace, 2002.
Presents guidelines and suggestions for alternatives to the English-only policy in workplaces throughout the United States.
4,850 words (approx. 19.4 pages), 36 sources, APA, £ 84.95
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Abstract
The debate over whether or not English-only policies are justified in the American workplace is sure to continue; however, there is no clear-cut guidelines to determine whether or not a company should have an English-only policy. The best advice to date is to limit the implementation of an English-only policy unless there is a clear business necessity that presents justification for having one. This paper presents an overview of the English-only debate in the United States, including background information and arguments made by proponents and opponents. The paper closes with a set of guidelines for organizations deciding to either maintain or implement English-only policies and recommended alternatives to English-only policies in the American workplace.
From the Paper
"English-only is an extremely broad term. For the purposes of this paper English-only policies are the entire spectrum of language policies enforced in the workplace that either promote the usage of English or restrict the usage of non-English languages in some way. In the broader English-only debate there are other terms used to differentiate the specific type of policies enforced. In governmental legislation, an English-only law would be a law allowing ??only?? English usage and no usage of other languages. On the contrary, an Official English policy or law would make English the official language of use, but not restrict the usage of languages other than English. The fact that many individuals involved in English-only debates are using the same terminology to refer to different types of policies adds to the confusion. It also helps explain why, in the court rulings, it is almost impossible to provide a clear definition of why certain policies are legal and others are illegal (Hoffman, 2001, p. 3). In the United States, neither the constitution nor the federal law codifies English as the nation??s official language (Santoro, 1999, p. 890). So contrary to belief of many, English is not the official language of the United States. However, twenty-three states have active Official English statutes and others are pending (Crawford, 2002). But even these statutes vary enormously. Some state statutes simply declare English as the official language of the state in sort of a symbolic gesture; much the same way state birds are named (American Civil Liberties Union, 2002). Other states, such as Arizona, which has the, ??the most restrictively worded official-English law?? (Arington, 1991), take their statutes much more seriously. Some state and local language laws have gone as far as to restrict the governments from providing emergency services such as police lines in non-English languages (American Civil Liberties Union, 2002)."
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The Significance of Language in Human History, 2003.
Examines how spoken and written languages have influenced the progression of human history and ethnic development.
2,450 words (approx. 9.8 pages), 2 sources, MLA, £ 50.95
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Abstract
This paper emphasize different aspects of language that show it to be an important factor in human history, using the history of the English language as an example. The paper delves deep into the roots of the English language and, point by point, shows that language was crucial in the development of the history of humanity.
From the Paper
"There were several historic events that brought on these changes. One was the work of Shakespeare, who has become a key player in the relating of the history of the English language. Another was the invention of printing, which helped to unify the language under a common reading and writing system, which led to a somewhat unified speaking system. Early Modern English then later on turned into Present Era English, which was helped along and distinguished by several things. First the publication of English dictionaries again helped to unify the language as a whole (Roberts 429). Also the development of an English grammar system, which allowed for a somewhat uniform way of teaching English to children and preserving the language as well (Roberts 429)."
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Cooperative Learning and English Language Learners, 2004.
Presents an overview of why cooperative learning strategy is a preferred instructional strategy in linguistically diverse classrooms.
4,062 words (approx. 16.2 pages), 4 sources, APA, £ 74.95
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Abstract
This research paper begins with an introduction to cooperative learning strategy. The author then chose three articles that show how research over the years examine the way cooperative learning in bilingual classrooms benefits limited English proficient students and what activities teachers can integrate in classrooms in order to meet the needs of diverse language learners. The summary of the articles is followed by a discussion, specific examples of the implications for classroom practice, and ways that one can apply theory to practice.
From the Paper
"It is a challenge today for educators to meet the needs of culturally and linguistically diverse students. Yet, cooperative learning instructional strategy is found to be one of the most effective ways to promote successful academic achievement, language acquisition, and social development for English language learners. When classroom activities are meaningful, interesting, and relevant, learning is occurring at every level. In successfully organized groups, language minority students will gain proficiency in English, and their native language."
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Origins of New English Words, 2002.
This paper is a research project that studies recent additions to the English language, the word formation processes, and the general subject areas to which these new words belong.
970 words (approx. 3.9 pages), 3 sources, MLA, £ 23.95
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Abstract
This paper reports that, to get a representative sample of new words, all 101 entries in the T, U, and V sections of the Oxford Dictionary of New Words, published in 1997, were used as a sample. The author states that the sample reveals a very low degree of borrowing from other languages; instead, internal word formation processes, such as compounding, semantic change, derivation, and abbreviation are used to form the new words. The paper concludes that, as long as English is a dominant global language, it is unlikely that this trend towards internal coinage in favor of borrowing will change.
Table of Contents
Introduction
Method
Results
Discussion
Conclusion
From the Paper
"Instead, compounding was used to form the majority (40%) of the new words in the sample. These were often adjective-noun or noun-noun compounds such as ?tight building syndrome? and ?theme park?. This process produces words that are usually self-evident in a simple, logical manner, and it is hardly surprising that it is as frequently used in the formation of new words today as it has been throughout the history of the language.Derivation processes were used to form about 12% of the sample. As well as existing affixes being attached to existing words (?tankie?), a number of new prefixes and suffixes such as ?-ware? and ?techno-? were attached to pre-existing words to create new lexical items (?technobabble?)."
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Babel: History or Myth, 2004.
This is an expository essay, comparing and contrasting the story of the Tower of Babel vs. the evolution of language, with a specific concenration on the English language.
1,459 words (approx. 5.8 pages), 6 sources, MLA, £ 33.95
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Abstract
This essay begins with a quotation taken from the Bible, describing the story of the Tower of Babel. It then proceeds to break down language, from its origins through its evolution down to modern times. It attempts to portray that although Babel is a myth, its premise is true-all language and thus people were cut from essentially the same cloth.
From the Paper
?And the Lord said, ?Indeed the people are one and they all have one language, and this is what they begin to do; now nothing that they propose to do will be withheld from them. Come, let Us go down and there confuse their language, that they may not understand one another?s speech.?? (Genesis 11:6-7) It is the humans? ability to communicate through spoken word which differentiates us from our primitive counterparts. The legend of Babel identifies language as the tie that binds a society together and denotes a direct correlation between language and the advancement of a particular society. According to tradition, after the Lord destroyed the world by flood, the sons of Noah, who spoke one language and who were descendants of the same origin, were given the task to repopulate the earth. Perpetually plagued by the sins of Adam, they were driven to build a tower so great that they themselves would be seen as gods. Therefore the Lord debilitated them by removing their ability to communicate with one another, which forced them to diverge into separate, distinct societies. Although the story grossly over simplifies both the complex history of man and the evolution of language, its premise does have some merit. Popular modern languages can be traced ancestrally to a few families. Furthermore, languages that have survived - English as the most prominent example - are considerably indebted to the influence of the powerful societies that spoke them."
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Cultural Constraints of Written Discourse, 2003.
A discussion of the different experiences faced by writers and language professionals based on cultural differences.
7,530 words (approx. 30.1 pages), 19 sources, MLA, £ 113.95
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Abstract
The project addresses not only the cultural assumptions that are involved in texts used in language teaching, but also the kinds of cultural knowledge and skills that are required by language learners for comprehending and interpreting these texts. The paper looks at the way we conceptualize the world and how it seems to acquire some language-and-culture specific features. The project focuses not only on the different conceptualization of knowledge and experience of the world within different cultures, but also on the way it is fixed in language.
Contents:
General Introduction
Theoretical Assumptions
Practical Implications
Method
Data Analysis
Results and Discussion
References
From the Paper
"The variety of interpretations of culture and its relationship to language is a theme of continuing and possibly endless debate. Generally speaking, language is not transparent and neutral. It is a site in which beliefs, values and points of view are produced, encoded and contested. Language thus reflects culture, and language and culture are inseparable. Sherzer (1987) views language as cultural and claims that it is language use in discourse that creates, recreates and modifies culture."
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Russian Formalism and Translation Studies Scholars, 2004.
Examines and compares two translation methodologies, Russian Formalism and the Translation Studies Scholars.
1,091 words (approx. 4.4 pages), 1 source, MLA, £ 26.95
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Abstract
This paper provides a contrast study of these two translation theories and focuses on their fundamental theoretical assumptions in regard to translations. The contrast also includes a critical analysis of the translation theories. This paper shows that both the Russian Formalist Movement and the Translation Studies Scholars concurred that an ideal translation was supposed to be accurate and consistent as to the receptor language.
From the Paper
"These formalists attempted to isolate and define what they called literariness. They focused upon the things they saw as literary facts. They simply separated literary artifacts from other disciplines like psychology, sociology and cultural history. They literally treated books as being human and in a sense having a life of its own and from that aimed to distinguish what was different. In a new text for example, they worked to see the things that made the text new, creative or innovative."
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