| Papers [365-378] of 485 :: [Page 27 of 35] | | Go to page : <— 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 —> | |
|
|
Language as Tradition and Experience, 2004.
Examines the concept of language as tradition and experience in discourses by Chang-Rae Lee, Dennis Baron, and Amy Tan.
1,003 words (approx. 4.0 pages), 3 sources, MLA, £ 24.95
»
Click here to show/hide summary
Abstract
Language as a tradition and experience illustrates the holistic effect of language to individuals. In the field of social psychology, it is posited that language determines thought, and this hypothesis, called the theory of linguistic relativity, is proposed by Benjamin Whorf and Edward Sapir. The theory shows how language determines people?s perceptions of their social realities as experienced and related to within their society. Chang-Rae Lee ("Mute in an English-Only World"), Dennis Baron ("Don?t Make English Official-Ban it Instead"), and Amy Tan ("Mother Tongue") confront this issue in discourses on language as tradition and experience. This paper provides a comparative analysis of the authors? works and arguments about language and its function and meaning for the individual and society.
From the Paper
"Baron uses the academic approach in portraying English as a tradition, a functional system of codes that enables people to interact with each other in the society. Using this as his primary thesis, Baron argues that English should not be implemented as the country?s national language, since ?it?s hardly even English anymore.? The hybridization of English in America is the result of the assimilation of other languages of people with various nationalities who immigrate and live in America. Because of the emergence of hybrid, pseudo-American languages, it cannot be possible to determine the ?purity? of English as a language anymore. Thus, implementing English per se defeats the purpose of language for society?that is, to let people interact and understand each other. However, Baron?s argument does not conclude definitively, since as he confesses, ?there is no obvious candidate? that would be fitting to become an alternative to English. Thus, Baron?s arguments is halted and brought to a standstill, since his arguments against the language pertains only to its function as tradition, and not as an argument against English as a language experienced by its users."
| |
|
English as an Official Language, 2003.
Deals with English becoming an official language of the United States.
1,335 words (approx. 5.3 pages), 1 source, MLA, £ 30.95
»
Click here to show/hide summary
Abstract
Using Samuel Ichiye Hayakawa's article, "Bilingualism in America: English Should Be the Only Language", this paper examines the issue of bilingualism in the United States. The paper discusses both ideas for and against the debate. It also examines the methods that Hayakawa uses to attract his readers to his views, including repetition, emotion, and ethics.
From the Paper
"With everyone in America having their own opinion on this issue, the author tries to rally more people on to his side with this essay. He uses several techniques in this essay to make his point. He persuades his audience successfully by using repetitions, examples, emotions, logic and ethics. By listing certain background information, such as his past government positions and his past residency, he makes himself a reliable source for information pertaining to language. He also uses examples for and against his position to his advantage to make his point. If English is made the official language of the United States, Samuel Hayakawa makes the audience believe that they will be a more stable and flourishing country."
| |
|
Tarski?s T Schema, 2004.
This is an analysis of Alfred Tarski?s T schema and how it defines languages as true or false.
2,514 words (approx. 10.1 pages), 12 sources, APA, £ 52.95
»
Click here to show/hide summary
Abstract
This paper explores the theory of Alfred Tarski, which he published in 1936 called "Wahrheitsbegriff". It explains how he investigates the schema of colloquial language and formal language to prove whether such language usage is true in its context and logic or not. It discusses how theorists challenged Tarski's controversial equation, which he presents as his T schema for proving statements/ sentences true. It also states that most theorists disagree with this T schema "p" is true if p.
From the Paper
"Tarski presumes that the rule for this equation is true if p is proven false. To achieve the desired result, he put forward the condition that in the T schema if a sentence is S then p is a replica or in another word S= p. However p will have to be untrue for S to be true. In formal language he perceives that correctness means that there is no ambiguity of truthfulness or untruthfulness of the existence of a sentence/phrase. Inconsistency according to him exists when the parts of the sentence does not conform to the object of the sentence (Tarski 1944)."
| |
|
Bilingual Libraries for ESOL Students, 2004.
This paper discusses the benefits of providing bilingual, fiction, reading materials to Spanish/English ESOL students.
1,325 words (approx. 5.3 pages), 7 sources, MLA, £ 30.95
»
Click here to show/hide summary
Abstract
This study focuses on the importance of having a well-developed, bilingual fiction collection in school libraries to support, enhance, and motivate the English as a Second Language (ESOL) student population. The writer believes that by having a bilingual selection of fiction material available in school libraries from the elementary level on will encourage the ESOL student population to read and learn English more swiftly without causing them to lose their motivation and general interest in reading. The writer asserts that, currently, the educational system supporting ESOL students lacks sensitivity of approach and consideration for what students actually desire to read.
From the Paper
"Many students gain experience of the English language from experiences acquired outside of the classroom. Therefore it is important to provide students with opportunities to select materials to read for pleasure and learning outside of the classroom. These materials should be diverse in nature and representative of the unique population ESOL students represent. It is crucial while still young that student's gain a liking for and desire for reading. Acquiring reading comprehension skills is crucial to successful attainment of fluency in any language. Fiction materials provided to students within the library in both their native language and English will allow students to learn English in a non-pressure, exciting manner that corresponds directly to their likes and interests. Providing such materials also sends a message to students that their individual choices and desires are respected. This in turn will lead to higher sense of self esteem and interest, and further motivate students to continue reading and practicing their English speaking abilities inside of and outside of the classroom."
| |
|
Yiddish in Jewish Society, 2004.
A look at the use of Yiddish in Orthodox Jewish communities today.
5,565 words (approx. 22.3 pages), 13 sources, MLA, £ 92.95
»
Click here to show/hide summary
Abstract
This paper discusses the use of Yiddish as a first language in Ultra-Orthodox Jewish communities compared to the use of the local vernacular. It examines how one hypothesis often put forward to explain this is the history of modernization in the Jewish faith as a whole, and the effects this had on the use of the vernacular among different Haredim. It explores the daily patterns of the use of the vernacular by different groups of Orthodox Jews (Haredim) in various places, including London, Philadelphia, and Israel. The paper also looks at the effects that outside pressures have on the use of Yiddish and on issues of identity for Jews, in general, and includes reflections upon the issue of the use of Yiddish by Orthodox Jews in more general sociological terms, in terms of language and ethnicity, the use of language to determine group identity, and the use of language to define religious identity.
Outline
Summary
Introduction
Chapter 1: The Sociology of Language
Chapter 2: The Adoption of Yiddish by Orthodox Jewish Communities
Chapter 3: The Use of the Yiddish vs. the Vernacular Amongst Orthodox Jewish Communities
Chapter 4: Conclusions
From the Paper
"Yiddish was used, but was not, however, liked, by the majority of Jews. Yiddish language books of ritual or religious significance were banned until the 18th century. By the 20th century, however, Yiddish was an article of faith for many Eastern European Jews, which was seen as a new threat to the non-Yiddish speaking Jews; the Orthodox defenders of Yiddish, however, continued to see Yiddish as a glorious and romanticized language, which left the Hissidic Orthodox Jews to reign uncontested in Eastern Europe. This fervour became tied in to the diaspora cultural-autonomist pro-Yiddish movement which developed in the Eastern European countries, in response to the increasing threats from Nazism and Communism."
| |
|
Language as a Product of Class, Race, and Ethnicity, 2004.
Looks at the prejudices and presumptions about one's background associated with particular dialects or speech patterns.
1,258 words (approx. 5.0 pages), 4 sources, MLA, £ 28.95
»
Click here to show/hide summary
Abstract
This paper talks about the effects that race, class, and ethnicity have on the development of one's language and speech patterns. It looks at how speech, dialects, intonation, and even vocabulary, change within different regions and how this causes people to make quick judgements regarding anyone speaking with certain accents, vocabulary etc. In particular, the paper focuses on the prejudices associated with a "black-sounding" voice and the consequences of these prejudices.
From the Paper
"A very old saying tells us not to judge a book by its cover. Presumably this bit of advice also applies to the way an individual speaks or sounds. Yet, in the same way as we form an opinion of a book simply by glancing at the picture on its cover, so too do we prejudge individuals by the manner in which they speak and express themselves. There is educated speech and upper-crust speech. There is literate speech and ignorant speech. Middle Class, Working Class, and Lower Class Speech. People from different regions or cities pronounce the same language in different ways, and use different accents and intonations. Different races and different ethnic groups within a dialect region have their own distinctive ways of rendering the spoken word. We answer the phone, and in an instant we know where the caller is from, what is his educational background, his socio-economic status, and even?whether his Black, White, Puerto Rican, or Chinese."
| |
|
Conflict Negotiation Strategies, 2003.
Examines effects of cross-cultural communication.
1,575 words (approx. 6.3 pages), 10 sources, £ 37.95
»
Click here to show/hide summary
Abstract
Discusses differences in conflict negotiation strategies and how they vary according to different dimensions of culture, including individualistic versus collectivist, masculinity versus femininity, and cultural time orientation.
From the Paper
"The purpose of the present study was to examine, via a qualitative review of relevant scholarly literature, coupled with an analysis of data obtained from popular press
| |
|
Language Disabilities, 2003.
Discusses the importance of language to child development.
1,350 words (approx. 5.4 pages), 19 sources, £ 32.95
»
Click here to show/hide summary
Abstract
Examines the classification of language disabilities under problems relating to oral communication. Discusses symptom patterns and the multiple causes, which range from unknown cause to autism, mental retardation, cerebral palsy, and hearing loss.
From the Paper
"Language, as a symbolic tool and coping strategy, is an important factor of any child's overall development, and its acquisition by children has been studied by many researchers. There are many different theories of how language is acquired..."
| |
|
Reading and Writing, 2003.
Examines the connections between the spoken and written language.
3,375 words (approx. 13.5 pages), 16 sources, £ 81.95
»
Click here to show/hide summary
Abstract
This paper recommends an integrated approach to the development of the key skills of reading and writing in order to challenge and motivate students. Discusses the act of engaged reading and content area courses.
From the Paper
"The relationship between reading and writing is seen as one of great intimacy. The connections between spoken and written language are well established in that spoken language provides the ..."
| |
|
Phonological Awareness (PA), 2003.
Examines acquisition of the sound structure of language.
1,575 words (approx. 6.3 pages), 8 sources, £ 37.95
»
Click here to show/hide summary
Abstract
Discusses general trends, individual variability in children's phonological development, PA as a precursor to literacy, both reading and writing, and the Reading Recovery Program.
From the Paper
"Phonological Awareness: A Precursor to Literacy
Phonological awareness (PA) is defined by Cupples and Iacono (2000) as the ability to focus consciously on the sound structure of language. It is assessed in tasks that involve the manipulation of the ..."
| |
|
Language Use, 2003.
Discusses the difference between prescriptive and descriptive language.
900 words (approx. 3.6 pages), 5 sources, £ 21.95
»
Click here to show/hide summary
Abstract
Discusses how words are used, the emphasis on grammar, not acceptance of new words. Looks at Simon Winchester's account of how the "Oxford English Dictionary" (OED) came into being. Discusses Samuel Johnson's dictionary.
From the Paper
"This research takes the form of an informative essay on the subject of the distinction between prescriptive and descriptive language use. The topic of research was chosen based on Winchester's account of how the Oxford English Dictionary (OED) came into ..."
| |
|
The English Language in Hong Kong, 2003.
Studies English language usage in Hong Kong.
1,575 words (approx. 6.3 pages), 7 sources, £ 37.95
»
Click here to show/hide summary
Abstract
Discusses Chinese and English as official co-languages, Hong Kong's trilingual and biliterate population, pre-colonial Hong Kong and the development of "Pidgin" English, and Britain's goals in colonial Hong Kong.
From the Paper
"In 1990, Hong Kong was selected as one of the 15 centers around the world to have its English language studied. As explained on its cultural website, The International Corpus of English (ICE) explains..."
| |
|
Sign Language, 2003.
Discusses the development of sign language competency and communication skills in children.
2,025 words (approx. 8.1 pages), 8 sources, £ 48.95
»
Click here to show/hide summary
Abstract
Presents conflicting approaches to education of deaf children or children with vocal language impairments. Discusses educational philosophy and American Sign Language (ASL).
From the Paper
"While sign languages are generally regarded as languages that are most useful for individuals with hearing or verbal communication impairments, research suggests that such languages are also useful in other contexts ..."
| |
|
Phonology, 2003.
Examines communication difficulties in young children.
1,125 words (approx. 4.5 pages), 5 sources, £ 26.95
»
Click here to show/hide summary
Abstract
Discusses disorders of expressive phonology (the speech-sound system), identifies key aspects of assessment of clinical intervention targeting children with phonological deficits, and the identification of children with speech problems.
From the Paper
"Disorders of expressive phonology (i.e., disorders of the speech-sound system) have been identified by Lewis, Freebairn, and Taylor (2000) as the most prevalent communication difficulty observed in young children. "
|
|
|
