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Stockton, Richard J. "Recultured language in Indonesian English Language Teaching." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (October 31, 2018): 131–53. http://dx.doi.org/10.25170/ijelt.v13i2.1454.
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While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell’s cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.
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Ishikawa, Tomokazu. "Conceptualising English as a global contact language." Englishes in Practice 4, no. 2 (April 1, 2017): 31–49. http://dx.doi.org/10.1515/eip-2017-0002.
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Abstract English as a global contact language has been conceptualised as (1) geo-localised Englishes, (2) English similects, and (3) transcultural multi-lingua franca. Although taking a simplified and reified approach, the first framework of geo-localised Englishes has contributed to raising awareness of global diversity in English use and corresponding innovative classroom practices. Meanwhile, the second framework of English similects has taken a lingua franca approach between different first-language (L1) users, and provided insight into omnipresent multilingualism across interactants beyond particular speech communities. However, from a complexity theory perspective, geo-local communities and interactants’ L1s are just among many complex social systems, and thus neither the first nor the second framework is capable of fully explaining what emerges from communication through the language in question. The third framework of transcultural multi-lingua franca seeks to comprehend the full range of multilingualism, or broadly conceptualised translanguaging with multiple ‘languages’, which emerges across individuals, time and space. It also takes notice of both the border-transgressing nature of culture and the possible transience of salient cultural categories in global communication. Furthermore, this last framework suggests that English language education in the 21st century take a multilingual, transcultural and post-normative turn.
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Tarnopolsky, Oleg. "Expanding and Improving the English Language and Culture Education of Ukrainian Tertiary Students Majoring in English." International Letters of Social and Humanistic Sciences 87 (May 2019): 32–40. http://dx.doi.org/10.18052/www.scipress.com/ilshs.87.32.
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The article discusses an innovative course taught to students majoring in English at Ukrainian universities. The course called “Specific Features of the English Language and English-Speaking Nations’ Cultures in the Context of International Communication” was designed to eliminate the lack of a number of issues that must be included in the curriculum of English language and culture studies to be learned by such students but which are ordinarily not included there because each of them cannot make the subject matter of a separate university course and does not fit into the traditionally taught courses. The issues in question embrace: the specific (global or planetary) role of English among other languages of international communication; World Englishes, International English and English as a lingua franca and how to choose the variety of English to be taught as a foreign language; the specifics of business negotiations in English in intercultural contexts, business presentations in English, and business telephoning in English in such contexts; communicative behavioral etiquette (verbal and non-verbal) in intercultural communication in English; lifestyle communicative behavioral patterns of the English-speaking nations. The paper shows how teaching these issues enriches and improves the English language and culture education of English major students expanding that education and relevant practical training to fit much better the international and intercultural contexts of communication in English.
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Rachmawati, Iin. "Language and Culture in Multicultural Society of English Language Course." NOBEL: Journal of Literature and Language Teaching 11, no. 1 (April 29, 2020): 55–68. http://dx.doi.org/10.15642/nobel.2020.11.1.55-68.
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This research tried to fulfill the gap in exploring how international tutors learn about the Indonesian language as well as to examine their personal perspectives on the influence of Indonesian culture towards its language. The qualitative descriptive method used as the research design since, in the analysis of the data, someone cannot truly learn about certain languages without learning about its culture and its society. Learning, knowing, and understanding about the local culture means that someone can practically easier teach language to its society. Overall, all international tutors feel fascinated by how Indonesian people think, speak, and act, which influenced by the culture of its society. They also conclude that Indonesian people are expressing and using their language based on their experience with their own culture.
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Anikina, Tatiana Vyacheslavovna. "Phonostylistic peculiarities of English-language and Russian-language online advertising." Филология: научные исследования, no. 1 (January 2021): 41–56. http://dx.doi.org/10.7256/2454-0749.2021.1.34885.
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Modern advertising became a part of communicative culture. Therefore, the language of advertising draws attention of scholars from different fields. However, the task of determining and studying linguistic means that encourage attention of customers remains relevant. This article examines the phonostylistic means that allow creating a certain emotional background after reading an advertisement. The research materials contains advertising texts and slogans from various websites and social media (such as Vkontakte, Instagram, Facebook). Methodology implies the selection of practical material, identification of the basis phonostylistic means used in English-language and Russian-language advertising texts, comparison of such means in both languages. The conducted research demonstrates that alliteration, assonance, annomination, wordplay, and rhyme are most frequently used means in the English-language and Russian-language online advertising. The English-language online advertising most often employs alliteration, while the Russian-language online advertising most frequently uses phonostylistic means. Such pattern is associated with the number of vowels and consonants in the alphabets of these two languages. The application of phonostylistic means makes the text lean, melodiousness, and expressivity. Advertising agencies focus on audio and stylistic presentation of advertising text for impacting the audience.
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Muhammad Shakeel Ur Rehman, Dr. Ihsan Ullah Khan, and Dr. Abdul Karim Khan. "Ahmed Indigenization of English Language in Ahmed Ali’s Twilight in Delhi." Research Journal of Social Sciences and Economics Review (RJSSER) 2, no. 1 (March 18, 2021): 338–42. http://dx.doi.org/10.36902/rjsser-vol2-iss1-2021(338-342).
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The study employed the theoretical approach of indigenization by Kachru in Ahmed Ali’s Twilight in Delhi. Indigenization is one of the fundamental components of decolonization adopted by post-colonial linguists to familiarize a local language in a race against the dominant language of colonizers (Kilickaya, 2009). Through this tool of indigenization, post-colonial writers and more specifically, Ahmed Ali represented the native culture, flora, and fauna of the sub-continent in the selected work to bring about a reconciliatory approach between the languages of the colonizer (English) with the language of inhabitants of the sub-content (Urdu). Therefore, the novelist indigenized the English language by weaving and embedding indigenous figures of speech, local terminologies, idioms, proverbs, and translation of compacted concepts of English and Urdu languages into each other in an endeavor to combat with the western thought. Hence, the article delves into the novel to unfold the multicultural reconciliatory approach that is possible only at the time when the voices of the indigenous language and culture are accommodated by the dominant language and culture of the colonizers. Arguably, the portrayal of reconciliation of the two languages and cultures in the sub-continent during the rule of the British in the novel may introduce a more pluralistic approach to survive in the modern world of globalization. The findings may help reach a better understanding between an indigenous language and an international language in the same culture in which local culture and language get equal manifestation.
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Seilhamer, Mark F. "English L2 personas and the imagined global community of English users." English Today 29, no. 3 (August 15, 2013): 8–14. http://dx.doi.org/10.1017/s0266078413000254.
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I have Danish parents, grown up in France, lived in the UK for 10 years and now living in Holland for the past 9 years. I am a different person in each language, adapting myself to the culture of the people who speak it. I have always wondered how the language could affect the message so much. It also affects my tone of voice and my emotions. [Christina, on July 27th, 2011]I find myself being more self-depreciating and less likely to accept praise when speaking in Japanese than when speaking English. Furthermore, a colleague once told me that even if he can't hear, he can tell which language I am using from 10-15 metres away, by looking at my posture, gestures and general body language. [Tim, on July 27th, 2011]My friends once told me that when I switch to Russian even my facial features change, becoming colder and harsher – set jaw, narrow eyes, speaking in a low voice, but with an intensity that makes everyone else listen. [Julia, on July 30th, 2011]The above quotations represent just a small portion of blogosphere postings from bilingual and multilingual individuals commenting on how they perceive and appear to have very distinct and separate personalities when speaking the different languages in their linguistic repertoires. Many such postings, like the first one above by Christina, explicitly attribute this phenomenon to attempts on the part of speakers to assimilate to the cultural norms of the countries where the languages are traditionally spoken. Scholarly treatments of the same phenomenon (e.g., Bryant, 1984; Hu & Reiterer, 2009; Zukowski/Faust, 1997) generally do likewise, often citing Schumann's (1978, 1986) Acculturation Model, which equates L2 proficiency with the extent to which a learner is able to adopt the culture of a target language group, and Guiora's (1967, 1979) concept of Language Ego, in which the permeability of one's L1 identity determines receptiveness to taking on new linguistic identities. According to these theories, a learner of Korean, for example, would be likely to develop a distinctly Korean L2 persona (as well as linguistic proficiency) if he or she has both a high level of affinity for Korean culture and a very permeable L1 language ego. Such arguments still, no doubt, apply to languages such as Korean or Japanese that are intrinsically associated with specific countries and cultures. Given the status of English as an international lingua franca in today's world, however, it can no longer be assumed that learners of English have any motive or desire to acculturate into traditionally English-speaking cultures, such as those of the US, England, or Australia. If learners/users of English associate the language not with such traditionally English-speaking cultures, but instead with an imagined global community of English users, do they still develop English L2 personas that are distinct from their L1 personas and feel ‘like a different person’ when speaking English?
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Sartor, Valerie. "Teaching English in Turkmenistan." English Today 26, no. 4 (November 3, 2010): 29–36. http://dx.doi.org/10.1017/s0266078410000313.
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The English language has fast become a global language. In Asia, from the far steppes of Mongolia to the beaches of Thailand, to the shores of the Caspian Sea, English print, music, and along with language, Western values, have spread and multiplied. New technology and media, especially the Internet (Crystal, 1996/2003), have helped carry English to people of all nationalities and economic classes. But many scholars feel that the rise of English is connected with the downfall of indigenous languages (Fishman, 1996; Crawford, 1996; McCarty, 2003). Minority languages face extinction as English rides the wave of increasing globalization (Romaine, 2001). Since 2007, Newsweek, The China Daily, and other international media sources have been citing English as the language of economic success in China. Adherents of English claim that it brings positive social change, economic opportunities, consumer goods, and new technologies (Castells, 2001). Such materialistic temptations cause some minority youth to discount the value of their languages and traditions. In Native America, for example, a small minority of Native Americans youth may feel that exchanging, dismissing, or even abandoning their native language and culture for English and a Western lifestyle represents progress and success in the form of material goods and a modern lifestyle (Crawford, 1996; McCarty, 2003). Similarly, in China, English is viewed as the language of economic success by many young Chinese. Opponents of the rise of English view the language, and its underlying cultural messages, as imperialistic. Phillipson (1992) accuses ESL educators of making a negative cultural impact upon unsuspecting indigenous peoples all over the world. Skutnabb-Kangas (2000) asserts that English can be used as a tool by Western nations for global dominance.
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Chris Ajibade, Adetuyi,, and Adeniran, Adeola Adetomilayo. "Aspects of Semantics of Standard British English and Nigerian English: A Contrastive Study." English Linguistics Research 6, no. 3 (September 4, 2017): 5. http://dx.doi.org/10.5430/elr.v6n3p5.
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The concept of meaning is a complex one in language study when cultural features are added. This is mandatory because language cannot be completely separated from culture in which case language and culture complement each other. When there are two varieties of a language in a society, i.e. two varieties functioning side by side in a speech community, there is tendency for misconception. It is therefore imperative to make a linguistic comparative study of varieties of such languages. In this paper, a semantic contrastive study is made between Standard British English (SBE) and Nigerian English (NE). The semantic study is limited to aspects of semantics: semantic extension (Kinship terms, metaphors), semantic shift (lexical items considered are ‘drop’ ‘befriend’ ‘dowry’ and escort) acronyms (NEPA, JAMB, NTA) linguistic borrowing or loan words (Seriki, Agbada, Eba, Dodo, Iroko) coinages (long leg, bush meat; bottom power and juju). In the study of these aspects of semantics of SBE and NE lexical terms, conservative statements are made, problems areas and hierarchy of difficulties are highlighted with a view to bringing out areas of differences. The study will also serve as a guide in further contrastive studies in some other levels of languages.
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Tan, Kim Hua, Atieh Farashaiyan, Rahman Sahragard, and Fatemeh Faryabi. "Implications of English as an International Language for Language Pedagogy." International Journal of Higher Education 9, no. 1 (December 23, 2019): 22. http://dx.doi.org/10.5430/ijhe.v9n1p22.
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The position of the English language in the world has recently underwent an enormous shift. The global spread of English has altered its status from being a homogeneous and standard language spoken by a few powerful countries into an international language or lingua franca spoken by a wide variety of speakers around the world (Llurda, 2014). The unprecedented global demand, use, and appropriation of English as an international language (EIL) necessitates a profession-wide response to English language learning, teaching, teacher education, assessment, and policy. The international status of English and increase in the number of EIL learners require a teaching agenda that incorporates pedagogical approaches that teach English based on EIL principles (Matsuda, 2017). The current study attempts to discuss the implications of EIL on issues related to language pedagogy, such as culture and intercultural competence in EIL, native-like competence, English teachers in the EIL pedagogy, language assessment in EIL and EIL teacher education. The studies show that EIL as a means of intercultural communication in a wide range of contexts calls for a reconceptualisation of language pedagogy It is concluded that despite the extensive discussions on the role of students’ first language culture for EIL learners, English textbooks and classrooms continue to rely on the target culture and ignore the students’ own culture. Therefore, EIL has yet to be fully incorporated language education despite extensive studies that have been conducted on its role.
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Markova, Elena A. "Precious resources of Dark Continent: a New Status of African Literature or Regional Augment to World National Literatures?" Philological Sciences. Scientific Essays of Higher Education 2, no. 6 (November 2020): 307–15. http://dx.doi.org/10.20339/phs.6-20.307.
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This article examines literary works of bilingual authors in Nigeria, who create their own national cultural worldviews through the language in which they write, thereby explaining why English in Nigeria is influenced by Nigerian culture. Nigeria is a country that has witnessed a cross-flow of linguistic change due to its inherent multilingualism combined with colonial experiences under British rule, a country where ethnic minorities were referred to as “oil minorities”. Although only two languages are recognized as official languages in Nigeria — Yoruba and English –the problem of multilingualism in Nigeria today remains unexplored, and where there is language contact, there must be a language conflict. Indeed, contiguous languages are often competitive languages and there is no language contact without language conflict. Moreover, the problem of linguistic contact and linguistic conflict exists at three different but interrelated levels: social, psychological and linguistic. The social aspect is related to such issues as the choice of language and its use, the psychological — to the attitude towards language, ethnicity, while the linguistic aspects are focused on the code switching, the donor language intervention, which the English language is. The language conflict has influenced the literary work of Nigerian writers writing in English, which has become an exoglossic language, superimposed on the indigenous languages of the Nigerian peoples. Thus, bilingualism in Nigeria can be considered semi-exoglossic, including English coupled with language mixing.
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Eoyang, Eugene C. "Teaching English as Culture: Paradigm Shifts in Postcolonial Discourse." Diogenes 50, no. 2 (May 2003): 3–16. http://dx.doi.org/10.1177/0392192103050002001.
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The teaching of an `imperialist' language like English in a postcolonial era presents not only unprecedented difficulties to the teacher, it also raises disconcerting questions about the paradigms underlying the concepts of language, language teaching, and culture. This new perspective makes inadequate, on the one hand, the pedalinguistic categories of EFL (English as a Foreign Language) and ESL (English as a Second Language), and, on the other, the postcolonial critique in general of hegemonic languages. Another category needs to be recognized, to which the author gives the acronym TUE (Teaching Unbroken English). For the purposes of analysis, the author focuses on his experience teaching English in Hong Kong before and after 1997, during the end of the colonial and the beginning of the postcolonial era.
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Cordeiro, Cheryl Marie. "Language as heteroglot." Cross Cultural & Strategic Management 25, no. 4 (October 1, 2018): 781–99. http://dx.doi.org/10.1108/ccsm-08-2017-0105.
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Purpose The purpose of this paper is to reframe the role and function of perceived “bad English” in an international business (IB) context to illustrate that “bad English” could in fact facilitate cross-cultural communication in individuals who do not have English as first language. Design/methodology/approach This study uses the Bakhtinian concept of heteroglossia as a theoretical framework. For the method of analysis, applied linguistics is used in particular through the lens of systemic functional linguistics (SFL) as discourse analysis method to analyze transcribed interview texts. Data collection is via long interviews with 33 top level managers in Swedish managed organizations in Singapore offices. Findings The study illustrates, through respondent interviews and discourse analysis, that perceived “bad English” could help facilitate communication across cultures in a cross-cultural working context. The study also shows how different individuals, depending on personal experience and cultural background, employ different means to navigate and manage language differences at work. Research limitations/implications The findings confirm a Baktinian perspective of language as a heteroglot, where individual identities and understanding of context at work including work behavior are an amalgamation of collected experiences. While many individuals who do not have English as mother tongue might feel embarrassed by their poor English, this study shows that there are many Englishes existing in different working contexts. This study has a limited sample of respondents, pertaining to Swedish and Singaporean top managers in Swedish managed organizations in Singapore. Practical implications This study could be useful for multinational corporations that are interested in strategically managing their corporate language policies, taking into account cognitive differences or cultural identities in different offices worldwide. Social implications At a social level, Bakhtin’s language as a heteroglot brings to awareness that at any one time, while individuals are drawn to identify with their dominant (national) culture and language, in effect, with increased contact with other cultures in working environments, both language and cultural identities shift and evolve with the workplace. Originality/value This study contributes to the growing language in IB research. The novelty in this study is the employment of a Bakhtinian perspective and specifically the employment of SFL as a method of data analysis.
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Shukla, H. P. "English Language, Indian Culture and ‘Globalisation’." Quest-The Journal of UGC-ASC Nainital 5, no. 2 (2011): 246. http://dx.doi.org/10.5958/j.0974-5041.5.2.024.
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Bouziane, Abdelmajid. "LinC (Language Interactive Culture) English – Beginners." CALICO Journal 24, no. 1 (December 10, 2017): 219–30. http://dx.doi.org/10.1558/cj.35255.
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Carter, Ronald. "Proper English: Language, Culture and Curriculum." English in Education 27, no. 3 (September 1993): 3–14. http://dx.doi.org/10.1111/j.1754-8845.1993.tb01105.x.
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Smith, Donald L. "Japanese English: Language and Culture Contact." Asian Englishes 7, no. 2 (December 2004): 126–32. http://dx.doi.org/10.1080/13488678.2004.10801146.
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SETIAWAN NUGRAHA, DEDEN NOVAN. "Verb Go Combinations in Perspective English Linguistics and Culture." Journal Sampurasun : Interdisciplinary Studies for Cultural Heritage 2, no. 01 (October 17, 2016): 101. http://dx.doi.org/10.23969/sampurasun.v2i01.115.
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Language and culture are both integral parts of human life. Humans use language to express their feelings, and to communicate to each other. To support the processs of communication language must be able to represent ideas of speakers and be understood by the hearers. Linguistics is the study of languge. The part of linguistics that is concerned with the structure of language is divided into a number of subfields: syntax and semantics. Syntax is the system of rules and categories that underlies sentence formation in human language, meanwhile semantics is the study of meaning in human languge. Because language is such a central feature of being a human, linguistics has connections with many other disciplines in the humanities like culture. Based on Sapir-Whorf Hypothesis (Sapir, 1929); (a). Language influences thought and culture; (b). Language and culture influence each other. This study aims to investigate syntactic categories combined to the verb go and to analyze the meaning of the verb go after being combined with the complements. The data itself is taken from the British National Corpus (BNC). The results of the article indicate that there is a very close relationship between language and culture. That is, culture has a direct effect on language. Language and culture are closely correlated. Based on the analysis, the verb go can be combined with nouns, verbs, adjectives, adverbs, verbs-ing and past participles. In the case of semantic analysis there are two categories of meaning of the verb go combinations: dynamic verb indicates moving away from something or causing something to move or to happen; and stative verb which shows the meaning of steady state with no internal changes or phases. Most of the verb go combinations have generates new meaning, that is idiomatic meaning.
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R, Ms Nandhini, and Dr T. V. S. Padmaja. "Pandemic and Virtual Learning: The Fourth Era in the Growth of English as a Global Language." SMART MOVES JOURNAL IJELLH 9, no. 6 (June 28, 2021): 30–36. http://dx.doi.org/10.24113/ijellh.v9i6.11096.
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The status of English language among all other languages is always a topic of interest for many centuries. It appears that no other language ever created a colossal impact on other cultures, languages and world history. Statements like “English is today a truly global language” (Rubdy 2006: 5) affirms that English Language indeed has obtained a global status. This paper will investigate the question of what defines a language as a global language and what factors are the factors that determine the status and the present state of English during the Covid 19 crisis.
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Gil, Jeffrey. "The double danger of English as a global language." English Today 26, no. 1 (February 23, 2010): 51–56. http://dx.doi.org/10.1017/s0266078409990575.
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Why Australia still needs to learn Asian languages. Language learning in Australia has at times been a much debated and somewhat controversial topic. A new episode in this debate began recently with the publication of a report entitled Building an Asia-Literate Australia: An Australian Strategy for Asian Language Proficiency, which argues for a significant expansion and intensification of the learning of Asian languages and cultures at all levels of education. Much of the reaction to this report has focused on the role of English as the global language and its implications for language education. The main argument made against the report's proposals can be summarised as the ‘English is the global language’ view, a position which claims that because English is the global language, there is no need for Australia to implement a large-scale Asian languages and cultures education programme. This paper aims to refute this argument. Drawing on a range of theoretical and empirical work, it demonstrates that there is a double danger in the ‘English is the global language’ view as it both exaggerates the current number of speakers and extent of use of English in Asia, and misinterprets the likely outcomes of any further spread of English.
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Wappa, John Peter. "An Investigation into the Attitudes and Practices of Nigerian Students towards the Use of English Language and Their Native Languages in a Culturally Diverse Society." Education, Language and Sociology Research 1, no. 1 (April 13, 2020): p6. http://dx.doi.org/10.22158/elsr.v1n1p6.
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The study investigated the attitudes and practices of Nigerian students towards the use languages (English and native) in a culturally diverse society as the native languages are endangered because the English language is taking over the world linguistic environment as a lingua franca. Ten students who speak different Nigerian native languages were selected randomly from an international university (pseudonym) in Turkish Republic of Northern Cyprus (TRNC). A qualitative research method was adopted for the study using multiple sources of data collection, which include unstructured interview, personal stories, field notes and informal chats. The findings indicated that they acquired their native languages from birth at home, while they learn additional languages in their environment. They have positive attitudes towards the native languages, indicated by the value accorded them while English enjoys its official position. It was found out that the native languages were used for solidarity, prayers, identity and heritage preservation, whereas English language pertains the status of official language. In summary, Nigerian students studying in a culturally diverse context aim at preserving their language, culture, and identity by using it in their daily lives while they prefer using English language only for official purposes.
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Nirala, Bandana. "Colonial Politics and Problem of Language in David Malouf’s Remembering Babylon." International Journal of Multidisciplinary Research Configuration 1, no. 3 (July 2021): 28–34. http://dx.doi.org/10.52984/ijomrc1305.
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Language plays a critical role in postcolonial literature. English has been the dominant language of European imperialism that carried the European culture to the different colonies across the world. Australia is the settled countries where English has become not only the official and mainstream language of the country but has also put the indigenous languages on the verge of extinction. David Malouf’s Remembering Babylon is a postcolonial text that re-imagines the colonial history of Australian settlement presenting the early socio- cultural and linguistic clashes between the settlers and the Aboriginals. The present paper tries to analyze the various dimensions of language envisioning its micro to macro impacts on the individual, community and nation as well. British used English language as the weapon of spreading European culture in Australia causing the systematic replacement of local dialects and other vernacular languages; hence the issues of linguistic and cultural identities would also be among the focal points of the discussion. The paper also attempts to examine how David Malouf provides a solution by preferring and appropriating native languages and culture for the future ofs Australia.
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Lau, Lisa. "The language of power and the power of language." Power and Narrative 17, no. 1 (October 30, 2007): 27–47. http://dx.doi.org/10.1075/ni.17.1.05lau.
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This article will discuss the complexity of positionality and the implications of writing in the English language in a South Asian context. Given the postcolonial heritage of South Asia, contemporary authors producing literature in English find themselves confronted with both tremendous opportunity as well as tremendous controversy. Literature has become a product in the circuit of culture, and the concluding sections will therefore discuss and explore how writers, and particularly diasporic writers, using English (as opposed to the other languages in India) are able to seize a disproportionate amount of world attention and consequently, through their choice of language, gain the power to make their presentations and representations dominant and prevalent in terms of distribution and influence.
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Davis, Anne J., and Verena Tschudin. "Publishing in English-Language Journals." Nursing Ethics 14, no. 3 (May 2007): 425–30. http://dx.doi.org/10.1177/0969733007075891.
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The need for academics to get their work published can be fraught with problems, especially if they have to publish in the English language and within western culture, both of which may be unfamiliar to them. Before considering a submission, authors need to satisfy the rigors of their studies: suitability of the subject matter for a particular journal; concepts, literature and instruments; and if the English is adequate. These are issues of responsibility of authors to readers and, on the part of editors and reviewers, to authors and through them to students and readers of the submitted texts. This short article elaborates on these themes by detailing specific items of importance.
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Chambers, Angela, David Atkinson, and Fiona Farr. "Centre for Applied Language Studies, University of Limerick, Ireland." Language Teaching 45, no. 1 (November 24, 2011): 135–39. http://dx.doi.org/10.1017/s0261444811000425.
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The Centre for Applied Language Studies (CALS), founded in 1997, is a research centre within the School of Languages, Literature, Culture and Communication. It brings together researchers and postgraduate students from several disciplines within the School, which includes six languages: English (English Language Teaching and English Literature), French, German, Irish, Japanese and Spanish. The Centre provides a focus for research in applied language studies within the University and a focal point for national and international links. It also promotes the interaction of research and the application of language activities in areas such as language learning, corpus linguistics, language in society, and language planning and policy. CALS also has a number of associate members from other Irish and European universities who make an important contribution to the work of the Centre by co-supervising Ph.D. theses and collaborating in publications and events. The Centre currently has 65 members, including 21 Ph.D. students.
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Kabakchi, Victor V., and Zoya G. Proshina. "Lexico-semantic relativity and versatility in translation and intercultural communication." Russian Journal of Linguistics 25, no. 1 (December 15, 2021): 165–93. http://dx.doi.org/10.22363/2687-0088-2021-25-1-165-193.
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The aim of the article is to discuss translation regularities in correlations of words that denote culture-related phenomena that exist in many cultures or that are specific to certain cultures and languages. The focus is on Russian and English culturonyms. The authors dwell on the principle of functional dualism that claims that language can equally address internal and external cultures. This principle is developed in the new linguistic discipline termed interlinguoculturology (Kabakchi 1998, Kabakchi Beloglazova 2020). Nonetheless, under the impact of the World Englishes paradigm, the article points to blurring the concept of external culture - Russian bilinguals, speaking or writing in Russian English, use this variety for expressing their own culture; the same is true for other world Englishes that have branched from the prototypical British English model. Despite the polemical relations of the two research schools, which are close and yet different in some of their tenets, there is much in common in their semantic and pragmatic research of how varieties of English adapt and domesticate culturonyms, in particular binary words belonging to two languages and often associated with each other in translation. The paper discusses examples of binary polyonyms (universal culturonyms) whose meaning depends on the context of the situation and, therefore, is differently received in diverse cultures; binary analogues whose equivalent selection is based on scrutinizing the dictionary entry and on the knowledge of the cultural background, and binary interonyms that partly help translators and partly interfere with their work, being deceptive cognates differing in their referential or connotational meanings. The article concludes that the interpretation of culture-bound words in foreign-culture-oriented texts depends on various pragmatic and semantic processes and is grounded in a word semantic flexibility and its matter-of-course adaptation in a cultural and language environment.
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Bayyurt, Yasemin. "Non‐native English language teachers’ perspective on culture in English as a Foreign Language classrooms." Teacher Development 10, no. 2 (July 2006): 233–47. http://dx.doi.org/10.1080/13664530600773366.
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Ninsiana, Widhiya. "PENDEKATAN MULTIKULTURAL DALAM PEMBELAJARAN BAHASA INGGRIS MELALUI MEDIA DONGENG PADA ANAK USIA DINI." Elementary: Jurnal Ilmiah Pendidikan Dasar 3, no. 1 (June 15, 2017): 41. http://dx.doi.org/10.32332/elementary.v3i1.787.
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Indonesia is a multicultural country, because it consists of various cultures, customs, and a variety of habits. These components are generally bonded together (integrated/embedded) with ethnicity, language, and culture. The use of foreign languages, especially English, in all its forms is related teaching foreign languages in formal and informal education in Indonesia. Even some foreign language has been introduced on early childhood. Seeing this phenomenon, educators must have a knowledge of foreign languages, willingness and skills to introduce and involve all educate into a global context. The introduction and engagement multicultural (cross-cultural disposition) that should be conducted transformative or practical experience (cross-cultural encounter) in learning English language, such as a fairytale. The multicultural approach in English learning by fairytale on early childhood will make the children more tolerant the other cultures.
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Salmon, Angela K. "Young English language learners making thinking and language visible." Colombian Applied Linguistics Journal, no. 10 (April 4, 2011): 126. http://dx.doi.org/10.14483/22487085.101.
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This paper aims to provide teachers with a resource to assist them in understanding the inner workings of young English Language Learners (ELLs) and how they externalize their thoughts in either their first or second language. This article not only analyzes how teachers can help children acquire a second language without sacrificing their first language and motivation, but also focuses on language processing in bilingual children through providing an understanding of both the interplay between language and cognition and the role of the environment. Results from an action research project implementing Harvard Project Zero’s Visible Thinking ideas serve as evidence to discuss the benefits of creating a culture of thinking in the classroom to promote additive bilingualism in young children.
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Kosovych, Olga. "Internationalisms of French Origin in English and Ukrainian Languages." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 39 (2021): 12–23. http://dx.doi.org/10.17721/2663-6530.2021.39.02.
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This article is devoted to the study of internationalisms of French origin in English and Ukrainian languages. Traditionally, researchers who are studying French words without allocating internationalisms, consider the borrowing process in a specific language. In linguistic works, an international layer of French origin is allocated, so, in particular, the mechanism of adaptation of French words in English through the Ukrainian language was studied. Internationalism acquires special importance in the development of modern languages due to the fact that they are generally accepted forms of lexico-semantic expression of the most important concepts of modern culture. Their meaning is undoubtedly in all basic ways to overcome the language barrier, whether language learning, translation, the creation of international and auxiliary languages. The author emphasizes that the study of the features of the functioning of internationalisms is an important part of the study of the language system. The study of the international words of French origin caused by the large linguistic and cultural and historical significance of French in the history of world languages. At the same time, this study is advisable to determine their role and place in the lexical system of modern languages. Internationalisms undoubtedly play an important role in the intercultural communication process in the modern world. International vocabulary exists almost in all languages and every year the amount of this layer of the vocabulary increases, which can lead to the emergence of a new international language.
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de Souza Hall, Silvia Cristina Barros. "“I speak English but i am still me” – English language practices in Alter do Chão, Brazil." International Journal of the Sociology of Language 2018, no. 254 (October 25, 2018): 29–47. http://dx.doi.org/10.1515/ijsl-2018-0032.
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Abstract This article addresses how English language practices were performed, conducted and interpreted by six inhabitants of Alter do Chão village, a popular tourist destination for locals and with increasing numbers of tourists, located in the Amazon region, in the north of Brazil. Developed through an ethnographic perspective and based on the data analysis resulted from interviews and fieldwork, this article advocates, mainly, that people are creative in their linguistic encounters and that languages find their places in social practice. The article also sheds light on the spread of the English language and the encounters among languages and cultures that the technology and the recent mobility of people have facilitated. The results show that English language practices performed by the six participants in Alter do Chão village, often highlighted through hybrid language practices, are constituted by locally situated attitudes, related to their creative performances.
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Nguyen-Hoang-Vuong, Anh, and Khuong Ho-Van. "Interrelation between Language and Culture in English Teaching: Some Substantial Challenges and Effective Strategies for Teachers of Second Language English in Vietnam." International Journal of Languages, Literature and Linguistics 4, no. 4 (December 2018): 281–89. http://dx.doi.org/10.18178/ijlll.2018.4.4.188.
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Chow, Genevieve. "Book Review: English Language as Hydra: Its Impacts on Non-English Language Cultures." RELC Journal 44, no. 3 (December 2013): 396–98. http://dx.doi.org/10.1177/0033688213500562.
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Niu, Zhenyu. "Learning a New Language, Taking up a New Culture: Language and Culture Differences between Scottish Highland and Lowland in the 18th Century Reflected in R. L. Stevenson’s Kidnapped." Studies in English Language Teaching 4, no. 4 (November 18, 2016): 573. http://dx.doi.org/10.22158/selt.v4n4p573.
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<p><em>R. L. Stevenson’s novel Kidnapped takes Scottish Jacobite rebellions as its background and reflects resistance of Scottish people under British rule in the first half of the 18th century. Though within the same Scottish nation, the two heroes, Lowland boy David and Highland rebel Alan, have shown sharp contrasts in languages, political stands, moral standards and cultural values. Their contrasts reveal the binary opposition of Lowland and Highland cultures in the 18th century and can be explained by Fanon’s theory about language and culture differences within the same nation. In Kidnapped, the Lowland characters despise their own native culture, and regard the Highlanders who still keep traditional Scottish culture and language as “savage”. Therefore, they reject their own native culture and language, and have to completely depend on the English language and culture. The main goal of this article is to illustrate that learning a language also means taking up a culture, and it is essential to cultivate cultural awareness for English language teaching and culture teaching for foreign languages learners.</em></p>
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Chu, Samuel Kai Wah, Runbin Xie, and Yanshu Wang. "Cross-Language Fake News Detection." Data and Information Management 5, no. 1 (November 20, 2020): 100–109. http://dx.doi.org/10.2478/dim-2020-0025.
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AbstractWith increasing globalization, news from different countries, and even in different languages, has become readily available and has become a way for many people to learn about other cultures. As people around the world become more reliant on social media, the impact of fake news on public society also increases. However, most of the fake news detection research focuses only on English. In this work, we compared the difference between textual features of different languages (Chinese and English) and their effect on detecting fake news. We also explored the cross-language transmissibility of fake news detection models. We found that Chinese textual features in fake news are more complex compared with English textual features. Our results also illustrated that the bidirectional encoder representations from transformers (BERT) model outperformed other algorithms for within-language data sets. As for detection in cross-language data sets, our findings demonstrated that fake news monitoring across languages is potentially feasible, while models trained with data from a more inclusive language would perform better in cross-language detection.
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Kramsch, Claire. "Alien Wisdoms in English and Foreign Language Programs." PMLA/Publications of the Modern Language Association of America 117, no. 5 (October 2002): 1245–47. http://dx.doi.org/10.1632/003081202x61115.
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The changing demographics of higher education are bringing the teaching of English and the teaching of foreign languages closer together. For an increasing number of students, English is a foreign, a second, an international, or a global language, not the language of a unitary mother tongue and culture. Increasingly, students of French, German, or Spanish are learning a foreign language on the background of experiences of migrations, displacements, and expatriations but also on the background of multilingual and multicultural experiences. The typical language learner is, for example, a Nigerian with a Canadian passport learning German at the University of Texas, or a Czech citizen with a knowledge of English, German, and French enrolled in a Japanese class at the University of California, Berkeley. The common denominator among language learners is their interest in language in all its manifestations: literary and nonliterary, academic and nonacademic, as a mode of thought, as a mode of action, and as a symbol of identity. At UC Berkeley, the current success of courses with titles like Language, Mind, and Society; Language in Discourse; Language and Power; and Language and Identity—as they are offered by English programs, foreign language programs, linguistics departments, or schools of education—is a sign of a renewed interest in the way language expresses, creates, and manipulates “alien wisdoms” through discourse.
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Jawad, Najat A. Muttalib M. "Bilingual Education: Features & Advantages." Journal of Language Teaching and Research 12, no. 5 (September 1, 2021): 735–40. http://dx.doi.org/10.17507/jltr.1205.12.
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Bilingual Education is teaching an academic subject in two languages, i.e. a mother language (first language L1) and a second language (L2), with various amounts in an instructed program models. The early viewpoint about the brain tends to assert that learning an L2 negatively affects the L1 by dismissing it outside the brain, and it emphasizes that the idea of bilingualism creates a problem in the teaching process. The late researches on bilingualism disapprove the conclusions of the early researches come with and make it clear that persons who speak two languages (bilinguals) have cognitive merits much more than those who speak just one language (monolinguals). As for bilingual education in recent times, there are still contradictory opinions. Some believe that learning the first language (L1) will not hurt the second one (English) and that new knowledge learned in L1 will gradually transfer to the second language, English. On the other side, some maintain that developing the L1 will essentially affect the learners’ progress in English learning if they don’t get full English immersion. Moreover, bilingualism cannot obtain easily and that is all. To keep high-level bilingualism, learner of two languages (the bilingual person) needs to use both languages constantly and with great effort. Learning a foreign language leads to learning a different culture that widens understanding and develops humanity. And the ability to use the second language and the second culture is considered a means to achieve creative capabilities.
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Gikandi, Simon. "Editor's Column: Provincializing English." PMLA/Publications of the Modern Language Association of America 129, no. 1 (January 2014): 7–17. http://dx.doi.org/10.1632/pmla.2014.129.1.7.
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What are we to do with english? Of all the major languages of the world, it causes the most anxiety. Its words seem to want to invade the citadels of other languages, forcing institutions such as the Académie Française to call for barricades against it; in the enclaves of Englishness, a Celtic fringe struggles to hold on to the remnants of the mother tongue; and in most parts of the world those without the ostensibly anointed language often see themselves as permanently locked out of the spring-wells of modernity. Sometimes the global linguistic map appears to be a simple division between those with English and those without it. In the reaches of the former British Empire, a swath of the globe stretching from Vancouver east to the Malay Peninsula, English has come to be seen as an advantage in the competitive world of global politics and trade; in the emerging powers of East Asia, most notably China and South Korea, the consumption of global English is evident in the huge sale of books on English as a second language; in parts of the world traditionally cut off from English, including eastern Europe, the mastery of the language marks the moment of arrival. Most linguistic research on English is carried out in institutions in the Germanic and Nordic zones of northern Europe. In popular books on language and in serious linguistic studies, a powerful myth of English as the global language has taken hold. We are presented not with a world at the end of history but with one in which English sits at the center of a new global community: “English-speaking people and their culture are more widespread in numbers and influence than any civilization the world has ever seen,” claims Robert McCrum (257).
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Kushner, Eva. "English as Global Language: Problems, Dangers, Opportunities." Diogenes 50, no. 2 (May 2003): 17–23. http://dx.doi.org/10.1177/0392192103050002002.
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Now that the age-old dream, which never materialized, of a universal language has evaporated, we note that English is in the process of becoming if not the universal at least an omnipresent language. In many multilingual countries it has become the language of communication. Globally it is imposing itself as the language of business, aviation and scientific research. Is this a pure benefit for humanity, or does it conceal risks or even dangers? Is the spreading of English a secondary effect of Americanization? Is linguistic diversity being sacrificed? Only if the countries affected submit to linguistic and cultural homogenization. The ideal - which remains within reach - would be to accept English as a practical tool of communication without ceasing to strive for the maintenance and strength of other languages in symbiosis with their own cultures.
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Leitch, David. "Canada’s Native Languages: The Right of First Nations to Educate Their Children in Their Own Languages." Constitutional Forum / Forum constitutionnel 15, no. 1, 2 & 3 (July 24, 2011): 2006. http://dx.doi.org/10.21991/c9d093.
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Canada used to consider itself not only a bilingual, but also a bicultural country.1 Biculturalism was based on the idea that Canada had two founding cultures, the French-language culture dominant in Quebec and the English-language culture dominant everywhere else, with French and English minorities scattered across the country. This view of Canada obviously failed to recognize both the Aboriginal cultures that existed prior to European contact and the cultures of those immigrants who came to Canada with no knowledge of French or English or with knowledge of those languages but otherwise distinguishable culture.
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Mathew, Ingrid Brita. "CROSS CULTURAL CONTEXTS IN ENGLISH LANGUAGE TEACHING." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 7, no. 1 (April 10, 2017): 38. http://dx.doi.org/10.24036/ld.v7i1.3529.
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This paper reflects on the need of students of English language to experience 'English-speaking culture'. Due to the scarcity of natural contexts to communicate in English in West Sumatra it falls to English teachers to provide both English-speaking context and ongoing cross cultural analysis. Some ways teachers across the curriculum can provide a context of English-speaking culture and implement cross cultural analysis while teaching are discussed. The 'onion' model of culture is presented to show that culture is not only 'what' but also 'how' and 'why'. Examples are given of how culture can be explicitly and implicitly taught. Key words/phrases: culture, context, English-speaking culture, cross cultural analysis
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Borisova, Anna A., and Yulia N. Ebzeeva. "Gastronomic Vocabulary as a Feature of Nigerian English." Russian Journal of Linguistics 23, no. 3 (December 15, 2019): 820–36. http://dx.doi.org/10.22363/2312-9182-2019-23-3-820-836.
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The World Englishes Paradigm studies various aspects of the English language characterized by specific peculiarities and changing as a result of contacts with indigenous languages and cultures. The history of English in Nigeria embraces 500 years of an interaction between highly different cultural systems and civilizations. Language contacts between English and the indigenous languages of Nigeria have led to its linguistic, cultural and intrastructural diversity. The aim of this article is to analyse the gastronomic vocabulary of Nigerian English influenced by the Nigerian worldview and culture. The research is focused on borrowings from African languages (mainly Yoruba and Igbo) that play a vital role in forming the culturally important lexicon of Nigerian English. The sources of the research material are dictionaries, as well as books by Nigerian writers composed in English. The analysis carried out in the course of the research allowed us to discover secondary nominations that denote Nigerian flora and cuisine, to reveal their metaphorical usage and to study corresponding figurative comparisons, idioms, proverbs and sayings. The investigation of gastronomic symbols in Nigerian speech shows universal processes of employing common gastronomic lexical units from real-life discourse as a basis for symbolization. The results of the study show that the gastronomic vocabulary and the images it creates constitute one of the most impressive Nigerian cultural codes. The knowledge of this vocabulary is instrumental in understanding those codes.
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Yu, Rongmei. "A Comparison of Chinese and English Compliments." Journal of Language Teaching and Research 10, no. 6 (November 1, 2019): 1257. http://dx.doi.org/10.17507/jltr.1006.14.
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It is particularly known that more interactions of people all around the world are on more broader level with the development of society. People are able to exchange their ideas or positive feelings with each other with different languages. We know that the language carries the culture, and different cultures will cause the speech act expressed with the different ways. Therefore, as a speech act, compliments in various languages are also covered by the cultures all over the world. Duo to the differences of cultural background, the customary culture and factors of cultural judgement vary from nations, so that people should pay more attention to the ways of compliments and responds. Compliment has its specific meaning and functions both in Chinese and English, as well as other languages. However, language environment is too important to be without for compliment and the expression of compliment response also varies from different cultural context. In addition, people have various emphasis when they compliment others, Sometimes, not all compliments will be considered to be a praise, if the compliments aren’t expressed in proper ways, the recipients may feel ill at ease, even irritated. In order to use the compliments in appropriate ways and make responds properly to attain expected effects, the author is mainly to make comparison between Chinese and English compliments. The comparison contains complimentary contents, such as appearance, weight, friendship and possession, response patterns and characteristics of Chinese and English compliment responses. The author also wants to mater the skills of appropriate compliment expression by contrasting Chinese and English compliment on some aspects.
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Kapitan, Tetiana. "USE OF INNOVATIVE FORMS OF INSTRUCTION IN ENGLISH LESSONS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 126–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-126-129.
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Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.
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Genc, Zubeyde Sinem, and Kıymet Selin Armagan. "A Cross-Cultural Investigation of Gender-Bound Language Use in Turkish and English Plays: Implications for Foreign Language Education." Journal of Education and Training Studies 6, no. 2 (January 27, 2018): 86. http://dx.doi.org/10.11114/jets.v6i2.2812.
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The aim of the study is to investigate gender-bound language use in Turkish and English languages and to identify the differences and similarities across cultures and genders in the plays with family and social themes. Four English and five Turkish plays were chosen randomly for comparison. The number of words in the plays were taken into consideration for an accurate and balanced analysis. For this reason, the closeness of the number of words used by male and female characters in the plays were more important than the number of plays in total. The Turkish plays consisted of 6781 words and the English plays comprised 7091 words. Thus, in the plays considered as samples of language, a total of 13.872 words were studied with respect to the use of intensifiers, hedges and tag questions in two major groups: (1) cross gender & same culture, (2) same gender & cross culture, within the framework of Lakoff’s (1975) proposal concerning linguistic differences between males and females. A Pearson chi-square test was conducted on the quantitative data for all the analyses. The findings of the study showed that there were significant differences only in the use of hedges. No significant differences in the use of intensifiers and tag questions within the corpus under investigation were observed between the groups. This cross-cultural comparison on English and Turkish implies that Lakoff’s proposition regarding gender-bound language use needs further exploration. The study sheds light upon intercultural communication, and raises awareness and understanding of whether and how language use differs between different genders and cultures, which might be helpful for teachers and learners during the processes of teaching and learning English or Turkish as a foreign language. Furthermore, when the results of the study are considered from the point of intercultural communication, this investigation unveils the similarities and differences between English and Turkish languages in terms of use of intensifiers, hedges, and tag questions.
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Brown, Amanda. "Gesture viewpoint in Japanese and English." Gestures in language development 8, no. 2 (August 4, 2008): 256–76. http://dx.doi.org/10.1075/gest.8.2.08bro.
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Abundant evidence across languages, structures, proficiencies, and modalities shows that properties of first languages influence performance in second languages. This paper presents an alternative perspective on the interaction between established and emerging languages within second language speakers by arguing that an L2 can influence an L1, even at relatively low proficiency levels. Analyses of the gesture viewpoint employed in English and Japanese descriptions of motion events revealed systematic between-language and within-language differences. Monolingual Japanese speakers used significantly more Character Viewpoint than monolingual English speakers, who predominantly employed Observer Viewpoint. In their L1 and their L2, however, native Japanese speakers with intermediate knowledge of English patterned more like the monolingual English speakers than their monolingual Japanese counterparts. After controlling for effects of cultural exposure, these results offer valuable insights into both the nature of cross-linguistic interactions within individuals and potential factors underlying gesture viewpoint.
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Zvarych, Iryna. "DEVELOPMENT OF ENGLISH LANGUAGE IN THE HISTORICAL DISCUSSION AND FORMATION OF GROUPS OF ENGLISH COUNTRIES." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (7) (2018): 15–18. http://dx.doi.org/10.17721/2415-3699.2018.7.04.
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The languages history development is a continuous, long and creative process, without sharp jumps or rapid transformations. Usually, a long period of the language development is divided into short parts of history periods, because in the study process of any language history, it is impossible to do without a such division. The periodization, which is offered by linguists, may seem artificial. And it’s quite obvious, because every period of language history development has its special qualitative features, usually the structure, which gives the right to explore a certain period of its historical development. Nowadays, the English language is taught in many countries of the world, as at the secondary school and also at Higher Learning Institutions, it has a priority in modern business relations. English is the international language today, it’s the most widespread in the world, it’s the native language for more than 400 million people and it’s the second language for 300 million. English is the language of commerce and business. English has a very important place as the language of diplomacy, trade and business in many countries. It’s the language of science and technology. Today all instructions and applications for new gadgets are written in English. Scientific reports, articles, reports are published in English. Moreover 90% of Internet resources are English-speaking. The vast majority of information in all spheres – science, sports, news, entertainment - is published in English. It’s the language of youth culture. There are a lot of American actors, actresses, musicians are still very popular today. The English language has one of the richest vocabulary stocks in the world with simple grammar. The words themselves are drawn to each other, forming concise and understandable sentences. This article deals with the patterns of the English language development in the historical and socio-cultural context, the improved approach to groups formation of the English-speaking countries.
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Ong, Teresa Wai See. "Family Language Policy, Language Maintenance and Language Shift: Perspectives from Ethnic Chinese Single Mothers in Malaysia." Issues in Language Studies 10, no. 1 (June 29, 2021): 59–75. http://dx.doi.org/10.33736/ils.3075.2021.
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Family language policy comprises three components, namely, ideology, practice, and management. Using the conceptual framework of family language policy, this study draws on data from semi-structured interviews and participant observation to explore the role of mothers in the process of language maintenance and language shift in Malaysia. First, it investigates the language choices and ideologies of four Chinese single mothers from Penang that lead to speaking heritage languages and/or dominant languages with their children. Second, it examines the strategies for heritage culture maintenance adopted by these mothers. The study found that two of the mothers speak Chinese heritage languages with their children to reinforce emotional attachment and family cohesion. Conversely, two other mothers face socioeconomic and educational pressures in relation to maintaining Chinese heritage languages, which trigger a shift to using dominant languages such as Mandarin Chinese and English with their children. Nevertheless, all four mothers made efforts in exposing their children to ethnic Chinese cultures. The findings indicate that maintaining heritage languages in the current era has become a challenge for many families in Malaysia while speaking dominant languages is becoming a necessity.
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Kasperek, Roksana. "Drug culture lexicon in English-language films." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Studia Neofilologiczne 12 (2016): 77–90. http://dx.doi.org/10.16926/sn.2016.12.06.
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Berns, Margie. "English in Europe: whose language, which culture?" International Journal of Applied Linguistics 5, no. 1 (June 1995): 21–32. http://dx.doi.org/10.1111/j.1473-4192.1995.tb00070.x.
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