Suchergebnisse

Supersedes TM 30-506, May 20, 1944, issued by the War Dept. ; Cover title. ; Mode of access: Internet.

Edited by Grace F. Caldwell. ; Taft, W.H. English political genius.--Larned, J.N. English leadings in modern history.--Smith, D.E. The geographic factor in English history.--Caldwell, G.F. English contributions to scientific thought.--Caldwell, G.F. The English gift to world literature. ; Mode of access: Internet.

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.

"This dictionary supersedes TM 30-500, 11 September 1944." ; Mode of access: Internet.

"This dictionary supersedes TM30-250, 1 February 1941. ; Mode of access: Internet.

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.

"This project is carried forward . under a contract between the University of Michigan and the International Cooperation Administration of the United States Government." ; v. 1 Pronunciation; teachers guide, with accompanying students guide, by R. N. Campbell. ; Mode of access: Internet.

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.

Originally published in Tokyo in 1937. ; Two columns to the page. ; Mode of access: Internet.

by Adolf Hitler. ; Preface signed: Ludwig Lore. ; "The first complete and unexpurgated edition published in the English language." ; "The translation in this volume, the first unexpurgated version in English, has been made from the two-volume first edition of Mein kampf, the first volume of which was published in 1925, the second in 1927."--p. 10. ; Originally published: New York : Stackpole Sons, 1939.