Suchergebnisse

With the lapse of time the two nations- Americans and British always blamed each other for "ruining" English. In this article we aim to trace historical "real culprit" and try to break stereotypes about American English status in teaching English as a second language. In comparison with Great Britain the USA has very short and contemporary history; nevertheless, in today's world American English exceeds British and other variants of English in so many ways, as well as in the choices of language learners. American English differs from other variants of the English language by 4 specific features: Inclusiveness, Flexibility, Innovativeness and Conservativeness. Notwithstanding, British disapprove of Americans taking so many liberties with their common tongue, linguistic researcher Daniela Popescu in her research mentions the fields of activities in which American words penetrated into British English. She classifies those words under 2 categories: everyday vocabulary (480 terms) and functional varieties (313 terms). In the case of functional varieties, the American influence is present in the areas of computing (10 %), journalism (15 %), broadcasting (24%), advertising and sales (5 %), politics and economics (24%), and travelling and transport (22%). Further on, the words and phrases in the broadcasting area have been grouped as belonging to two areas: film, TV, radio and theatre (83%), and music (17%). The purpose of the research paper is to create safe and reliable image of American English in the field of teaching English as a second language. Americans are accused in "ruining" English and for that reason learners are not apt to learn American English. The combination of qualitative and quantitative methods is used while collecting the data. The study concluded that the real culprits are British who started out to ruin English mainly in in the age of Shakespeare and consequently, Americans inherited this ruin from the British as a result of colonization. Luckily, in the Victorian Age British saved their language from the ruins. The paper discusses how prejudices about American English effect the choices of English learners.

The most famous Englishman in Australian history, Captain James Cook, missed the entrance to Sydney Harbour during the night. He and fellow Englishman, Sir Joseph Banks, committed future explorers to the less promising site of Botany Bay.Nearly 20 years later, Sydney was founded by the British government as a penal colony. Although there was an established Aboriginal population, they remained on the periphery and were gradually reduced by disease and displacement, a fate suffered by others further out as exploration and settlement proceeded. In contrast to New York, which was established by the Dutch, or Boston, which became predominantly Irish, Sydney was seen from the beginning as an 'English' town. This was despite its growing connections with the Pacific and the presence among its soldiers and convicts of some Scots and many Irishmen. The majority of transported convicts were English, the Church of England was the established religious faith and Catholicism was strictly limited by official control.

Of the many different dialects of English such as British English (hereafter BrE), American English (hereafter AmE), Australian English (AsE), or Canadian English (CnE) or even Singaporean English (hereafter Singlish), etc, the most common widely use across the globe are BrE and AmE. The two dialects of English, as a matter of fact, are dominantly used in any kinds of fields to mention a few such as politics, economics, diplomatic relationship, medical, information communication and technology (ICT), and education as well. The debate about the use of BrE and AmE often centers on education especially in the process of learning and acquiring the English itself because the two dialects of English provide some different and distinctive features. Because of their differences and distinctive features, the learners often find difficulties and often make them confused which one to use. This paper is attempting to review the unique features of BrE and AmE focusing on the spellings.

How did English become the global force it is today? This unit explores the state and status of English in the world. It looks at the diversity of English around the globe, at how social and political factors influence people's attitudes towards the language, and at the relationship between one's linguistic heritage and sense of identity.

The Netherlands, like other European Union (EU) countries, concern about their education. They have been trying so hard to improve the quality of their education in all levels. In order to prepare their secondary school level students for internationalization among other EU members, they are interested in investigating what actually happens during the English lessons in all secondary school levels. By knowing all things they need to know, it is hoped that they can increase the quality of English lessons in those schools as well as the quality of student exchange program both inside and outside the country land. This study reports how much time Dutch teachers and students use English language during English lessons in VWO and VMBO.

Der vorliegende Beitrag befasst sich mit Sprache in der Migrationsgesellschaft. Im Sinne einer top-down Globalisierung wird die englische Sprache seit 1945 zunehmend hegemonial, beispielsweise im Bereich der Wissenschaft oder der Bildung. Das ist nicht wertneutral, sondern Herrschaftspolitik: Einerseits bildet sich darin ein Erbe des Kolonialismus ab, andererseits kommt darin ein Vorherrschaftsstreben im globalen Kontext zum Ausdruck. Dem kann eine bottom-up Globalisierung gegenübergestellt werden. Diese erkennt Mehrsprachigkeit an und sieht die simultane Verwendung verschiedener, auch nicht-hegemonialer Sprachen und deren Vermischung als individuelle und gesellschaftliche Ressource. In den Blick kommt so die kollaborative Bedeutungserzeugung anhand des Sprachenrepertoires der Individuen. Doch wie können breit gefächerte sprachliche Repertoires etwa in den Unterricht für Deutsch als Fremd- oder Zweitsprache integriert werden? Ein Fazit des Autors: Ideologische Hintergründe jeder gelernten Sprache müssen thematisiert werden, um die (globalen) Kontexte der Sprache auch im Zusammenhang mit Kolonialgeschichte und Geopolitik erkennbar zu machen. (DIPF/Orig.) ; This article is concerned with language in the migration society. Since 1945, the English language has become increasingly hegemonic in the sense of top-down globalization, for example in the field of science or in education. This is not value-neutral but a politics of domination: On the one hand, it reflects a legacy of colonialism; on the other hand, it expresses a striving to dominate on a global level. It can be compared to bottom-up globalization, which recognizes multilingualism and sees the simultaneous use of different, non-hegemonic languages and their mixing as a resource of the individual and society. This leads to a focus on the collaborative production of meaning through the language repertoire of individuals. Yet how can diverse linguistic repertoires be integrated into lessons, for example German as a foreign or second language? One of the author's conclusions: Ideological backgrounds of each language that has been learned must be addressed in order to make the (global) contexts of the language discernible in connection with colonial history and geopolitics as well. (DIPF/Orig.)

English Language Arts has historically been tied to the civic purposes of schools, and this qualitative study of a social design-based project (Gutiérrez & Vossoughi, 2010) examines the intersection of language and literacy learning and youth civic engagement, a problem space I call "Civics English." In this dissertation, I describe and analyze the experimentation and inquiry process of a Professional Learning Community of English teachers in a diverse middle school as they integrated civic learning and action into their English teaching practices. The dissertation examines this teacher team's development and shifts through various tensions and challenges that arise, analyzing through the lenses of Cultural Historical Activity Theory the ways their Professional Learning Community operated as an English teaching activity system attempting to integrate the cultural activity of civic engagement, leading to the teachers' expansive professional learning (Engeström, 2001) about possibilities and challenges of Civics English. The English teachers implemented various civic action projects, including producing and sharing multimodal civic advocacy essays online, composing and presenting children's storybooks about civics issues, and organizing and conducting a Town Hall with local leaders about civic dimensions of allyship and youth sports. This study looks at how, contextualized by these civics activities, they adapt and innovate customary English Language Arts practices, such as reading novels, writing in authentic genres with blended text types, and developing literacy and discourse. As the teachers encounter various tensions that arise in their attempts at Civics English, I present evidence of how these tensions emerge from the contradictions of two intersecting cultural activity systems, and what adaptations and innovations the teachers develop to overcome these tensions. Integrating civics causes shifts in the teachers' practices of literary study, writing, and classroom discussion, as they orient students' learning towards public audiences, collective action, and discursive models of political and professional discourse. I identify how reading literature creates an imaginative space for civic deliberation. And I demonstrate how the Town Hall civics project shifts various dimensions of literacy and language activity by recontextualizing them. The potentials and the constraints of these shifts are examined through studying the teachers' work, students' language and activity, and the civic event's efficacy as an English teaching focal point.

English can be due to demand of Indonesian in the field of business, technology, education, and research. The implementation of ESP has revealed some factors, such as students, teachers, and ESP materials that have significant influences on the quality of teaching and learning ESP. These factors require serious attention from stakeholders and ESP practitioners to improve the quality of ESP instruction. The government language policy might emphasize the curricula of formal schools and teachers training for ESP instruction. The quality of teacher of ESP is high contributing to accommodate the teaching and learning ESP course. Besides that, the materials of ESP should be formulated by practitioners of ESP who had knowledge of ESP instruction and the aim of ESP might concern on the improvements in students' proficiency in English. Thus, the students are being better in academic and professional in the work domain. English for Specific Purposes (ESP) is one of the predominant approaches to language teaching in tertiary education, as it is directed towards the specific needs of the particular specialty students. The paper deals with the role of needs analysis and materials evaluation adjusting ESP courses to the needs of students in tertiary education. Students' needs analysis is a reference base for both the development of a new ESP course and alterations of an existing ESP course in the changing environment and demands for English language skills. Teaching materials determine the content of the course and affect teaching methods, students' motivation, vocabulary and language functions taught. The evaluation of teaching materials allows the teacher to constantly improve the ESP course, to better adjust it to the changing needs of students. The theoretical considerations are supported by a survey of students' needs and their evaluation of teaching materials. The results of the survey reveal whether the students' needs are met in the ESP course they have attended. The implication of the survey results is that the most topical students' needs, such as the development of productive skills, and especially speaking skills, do not change over time. Students' evaluation of the tailor-made ESP course books is also presented, as well as some suggestions to make the ESP courses more attuned to students 'needs.

The National Exam of 2019 is still one of the absorbed issues to discuss. The researcher brings the issue up because in a couple of years there might be no more National Exam since the new minister is more likely to believe that Exams are conventional so the issue of abolishing it is heating up again. The National Exam has become a standard evaluation made by the government for every school level. The English exam is an English proficiency test for students. Yet, the test consists of listening and reading comprehension only. The objectives of the study are to find out whether the questions tested are appropriate with the qualifications, criteria, and the goals of each competence. Then, the researcher analyzed the error of each question. The researchers applied the general method in assessing the English test referring to the Hakuta and Jacks (2009) guidelines. The researcher applied descriptive qualitative as the research design. The test is focused more on cognitive skills, especially in reading skills. The students are taught all four language skills in schools and are expected to be superior to all of them at least. The researcher finds some errors in the test such as the test directions are unclear. Then, the questions are compiled disorderly and the amount of questions for each language competence is not equal. The test is not appropriate with the language learning objectives and so does with the language mastery demands.

In facing globalization and ASEAN Economic Community, English is urgent to be used in working necessity in Indonesia. The writer tries to find the way how to help people meet this urgency. Then the writer holds such effective English course for those who are in 18-25 years old. The course is aimed at: (1) providing English training to the people concerned to meet the demands of employment; (2) helping to improve human resources; (3) driving the spirit of productive age community to work harder; (4) starting English training implementation for free. The course??s learning process uses 30% speaking, 30% writing, 20% listening and 20% reading with 50% English used in teaching. It is assumed that this program is quite effective. They are capable enough to understand and use English after joining the program. This program is very useful to help people in productive age master English in order to get a proper job so as to help the government reduce unemployments.

Abstract: Pengayaan kosakata satu bahasa bisa terjadi melalui kontak sosiobudaya. Ketika dua budaya bertemu dan bercampur, maka dua bahasa yang dipakai akan bercampur dan biasanya bahasa kelompok yang besar akan banyak mempengaruhi bahasa kelompok yang lebih kecil. Kosakata bahasa Inggris saat ini merupakan percampuran berbagai bahasa di dunia, terkait dengan masa ketika bangsa Inggris dijajah oleh berbagai bangsa di Eropa, seperti Romawi, Viking, Anglo-Saxon, dan Perancis. Sebagai bangsa yang besar selanjutnya Inggris menjadi bangsa penjajah yang membuka pintu bahasanya untuk mengambil berbagai kosakata bahasa lain. Perkembangan sosiobudaya dibidang agama, sastra, politik, pendidikan, dan teknologi juga berperan sebagai pengaya kosakata bahasa Inggris. Kata kunci: sosio budaya, pengayaan kosakata

This book unravels the story of English, the language of 'the enemies', in post-revolutionary Iran. Drawing on diverse qualitative and quantitative fieldwork data, it examines the nation's English at the two levels of policy and practice to determine the politics, causes, and agents of the two diverging trends of indigenization/localization and internationalization/Anglo-Americanization within Iran's English education. Situating English in the nation's broader social, political, economic, and historical contexts, the volume explores the intersection of the nation's English education with variables such as power, economy, policy, ideology, and information technology over the past three decades. The multidisciplinary insights of the book will be of value to scholars of global English, education policies and reforms and language policy as well as those who are specifically concerned with education in Iran.

Uruguay is quickly emerging as one of the most innovative countries in the field of English Language Teaching (ELT) by delivering thousands of lessons weekly in public schools via interactive videoconference in a project called Ceibal en Inglés. This article provides a comprehensive look at the history of ELT practices in Uruguay that both necessitated this bold approach and provided the infrastructure to implement it nationally. Special focus is paid to the public school system with historical changes in ELT and teacher preparation. This overview article discusses the many challenges faced in 'democratizing' English language instruction in Uruguay and the new practices, policies, and proposals that support this new national objective.

Provides an overview of work on the effects of Quebec French (QF) on Quebec English (QE) since 1977. Argues that the framework used by sociolinguists is too narrow methodologically, excluding conversations in English between people whose first languages are different and ignoring the deliberate use of language for political effect. Examines some cognate nouns to show how meanings in QE have shifted because of knowledge of QF. ; Arts, Faculty of ; English, Department of ; Reviewed ; Faculty

This paper considers the different ways in which Early Middle English poetry deploys recent French loanwords. It argues that the associations attaching to these words change depending on the contexts in which they are situated. Focusing on four examples, two from the Auchinleck Manuscript and two from Harley 2253, it shows Middle English poems using French words in order to depict French identities; to elaborate political critique within England; to develop satirical portraits of characters beneath the ranks of the nobility and the gentry; and to stretch readers' imaginations to the corners of the known world. Recent French loans are identified using the first dates of attestation recorded in the Middle English Dictionary; an ancillary aim of the paper is to show how historical dictionaries can be used to establish the lexical expectations of medieval audiences. The argument's debts to historical linguistic scholarship are great but the paper claims that poetry deserves to be considered a text-type apart from the more pragmatic documents that historical linguists now normally treat.