Relevant bibliographies by topics / English Linguistics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English Linguistics'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "English Linguistics"

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Penzl, Herbert, and Alfred Bammesberger. "English Linguistics." Language 66, no. 3 (September 1990): 623. http://dx.doi.org/10.2307/414631.

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Bremmer Jr., Rolf H. "English Linguistics." AMSTERDAMER BEITRÄGE ZUR ÄLTEREN GERMANISTIK 34, no. 1 (November 18, 1991): 162. http://dx.doi.org/10.1163/18756719-034-01-90000017.

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van der Auwera, Johan. "From contrastive linguistics to linguistic typology." Languages in Contrast 12, no. 1 (January 12, 2012): 69–86. http://dx.doi.org/10.1075/lic.12.1.05auw.

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The paper looks back at Hawkins (1986), A comparative typology of English and German, and shows, on the basis of raising and human impersonal pronouns in English, Dutch and German, that contrastive linguistics can be viewed as a pilot study in typology. It also pleads for doing the contrastive linguistics of three languages rather than of two, not least because the third language can teach us something about the other two.
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Syarif, Hermawati. "LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 1 (July 3, 2016): 50. http://dx.doi.org/10.24036/ld.v10i1.6328.

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Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching-learning method reflect the development of linguistic theories. This paper describes how the three broad views of linguistic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, the knowledge of the language, then, is the core. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the basic components, supported by Psycholinguistics and Sociolinguistics. In relation to language teaching and learning, especially English, such knowledge on the English language gives learners the chance to apply in social communication and in any occasion. The use depends on the viewing of linguistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional activities. As the consequence, in the English language learning, the syllabus designer should notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners to avoid misunderstanding in use. In this case, English instructors/teachers should also update their linguistic competence, especially on Psycholinguistic and Sociolinguistic points of view. Key words/phrases: linguistics, English, language instruction, linguistic competence
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Farwell, David. "English corpus linguistics." English for Specific Purposes 13, no. 1 (1994): 109–12. http://dx.doi.org/10.1016/0889-4906(94)90032-9.

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Shafqat, Asmara, Rafique Ahmed Memon, and Tafseer Ahmed Khan. "Do Pakistani English writers hedge more in linguistics research than native English writers?" Journal of Humanities, Social and Management Sciences (JHSMS) 3, no. 1 (May 16, 2022): 243–57. http://dx.doi.org/10.47264/idea.jhsms/3.1.17.

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The purpose of this corpus-based study is to compare the use of hedges and associated linguistic constituents in the linguistic research articles authored by Pakistani English Writers (PEWs) and native English writers (NEWs). NEWs hedge more than their PEWs peers, as per the outcomes of the two corpora (20 linguistics research articles by PEWs and 20 linguistics research articles by NEWs). Nevertheless, the statistics revealed that both corpora employed hedging types that were quite similar. To minimize the legitimacy of their assertions and arguments, both factions relied primarily on lexical and hedging strategies, and both groups avoided utilizing hedges such as adverbs of frequency. Likewise, neither group used epistemic nor possibility hedging much. Nonetheless, the use of linguistic elements of hedging by PEWs and NEWs authors differ considerably. PEWs are more committed to their opinions being more appealing and persuasive, owing to the clear impact of first language and culture.
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van Gelderen, Elly, and Derek Britton. "English Historical Linguistics 1994." Language 73, no. 3 (September 1997): 677. http://dx.doi.org/10.2307/415938.

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Raja Ambethkar M, Dr, and Dr K B Glory. "Dialectics of English Linguistics." International Journal of Engineering & Technology 7, no. 2.32 (May 31, 2018): 49. http://dx.doi.org/10.14419/ijet.v7i2.32.13523.

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The research article “DIALECTICS OF ENGLISH LINGUISTICS” is an outcome of the direct study and observation of the use of English, of the teaching faculty at about 21 colleges, particularly Engineering colleges in Coastal Andhra area. It intends to expose various dialectics of English as a second language, identify redundant usage and use effective English. Change of trends in meaning and usage occurs mainly in the two components of communication, namely vocabulary and grammar, due to lack of clear understanding of Syntax and Semantics. Form of words like heterophones, besides other forms, confuses the learners. Confusion over the use of the American, the Australian, the British and the Indian English, in pronunciation, spelling as well as meaning: Word such as ‘Offing’ to mean ‘likely to happen soon’ is quite misleading. Exposure to Mass Usage has great influence on pronunciation of words by the masses and media Ex. Koombing, ‘baeverse’ etc. Bilingual errors, the result of undue influence of mother tongue, is a proven case, in all Indian States. Similarly the use of double positives, wrong association of words, double negatives, and mistaken negatives as positives has become the worst cases of mass influence. Use of colloquial or slang words due to interaction with people from different regions on account of L.P.G, result in assimilation, integration of this class of vocabulary, percolating subconsciously by the process of osmosis. Lack of suitable vocabulary, among English professionals ranging from lecturers to professionals, lead to monotonous use of words. For example, the word “beautiful” is used to describe many nouns.
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Amirkulova, Nargiza. "DIFFICULTIES OF PHRASEOLOGY IN ENGLISH LINGUISTICS." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 03, no. 01 (January 1, 2022): 127–31. http://dx.doi.org/10.37547/philological-crjps-03-01-22.

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The phraseology is identified also by the collection of the firm combinations in the language as a whole, in the language of this or that writer, in the language of separate artistic work, etc. This article provides an overview of the problems of phraseology in English linguistics.
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Yizhen, Sun. "Analyzing the Application of Functional Linguistics in Junior Middle School English Teaching." Journal of Educational Theory and Management 4, no. 2 (November 3, 2020): 1. http://dx.doi.org/10.26549/jetm.v4i2.3744.

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Based on the application of functional linguistics in junior middle school English teaching, this article first illustrates the concepts of systematic grammar and functional grammar. Secondly, according to the application of functional grammar in reading, in translation and in writing, it is concluded that applied linguistics has an important role in promoting junior middle school English teaching, which comprehensively illustrates the importance of functional linguistics in junior middle school English teaching. Functional linguistics is of great significance to instruct junior middle school teaching. This paper explores the definition of functional linguistics and the linguistic patterns of functional linguistics.
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Dissertations / Theses on the topic "English Linguistics"

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STEPHENS, DEBORAH ANNE. "LINGUISTIC ASPECTS OF CODESWITCHING AMONG SPANISH/ENGLISH BILINGUAL CHILDREN (SOCIOLINGUISTICS, PSYCHOLINGUISTICS, APPLIED LINGUISTICS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188166.

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Codeswitching between languages is a uniquely bilingual mode of communication. The purpose of this dissertation is to enhance the current body of knowledge dealing with the phenomenon by analysing samples of speech produced by twenty-six Spanish/English bilingual children ranging in age from eight to twelve. Methods of analysis include theoretical linguistics, sociolinguistics, psycholinguistics, and educational linguistics. A discussion of relevant codeswitching research covering the past thirty years is presented. The data were collected during a reading study focusing on miscue analysis. The children read stories in English and retold them in both Spanish and English. The analysis considers the data from the four previously mentioned points of view. The linguistic analysis looks at the locations of switched constituents within the sentence and the frequency with which those constituents are switched. The data of this study are compared with that of other researchers, and a consideration of a formal grammar of codeswitching is presented. The sociolinguistic analysis addresses the effect of social and stylistic variables on codeswitching. The psycholinguistic analysis of codeswitching covers lexical storage, editing phenomena, and developmental aspects. Finally, some aspects of the education of bilinguals are considered by analysing the effect of the printed word on language switching and dialect shifting . The application of the results of the analysis to both theoretical issues and practical concerns is explored along with suggested areas for future research. The analyses show that young children's codeswitching initially favors less complex structures and is influenced by few social variables. As they grow older, they become more comfortable with switching grammatically complex structures, and they become aware of a greater variety of social factors. A separate grammar is not necessary for a complete description of codeswitching; a modified interdependance model of the two grammars can account for the codeswitching mode. Lastly, the written language becomes part of the speech situation in the classroom and affects the choice of language or dialect spoken.
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Rosenberger, Lukas. "The Swiss English hypothesis the linguistics of English in Switzerland /." Tübingen Francke, 2006. http://d-nb.info/994607776/04.

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McGarry, Theresa, and J. Mwinyelle. "Adverbial Clauses and Gender in English and Spanish." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6155.

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McLeod, Lilian M. "Semantic Categorization in Portuguese-English Bilinguals." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1825.

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The main purpose of this study was to investigate the cross-linguistic interactions in the semantic categorization of late Portuguese-English bilinguals. The lexical items used in this study have a wider range of applications in one language and narrower in the other. Three types of categories were examined: classical, homophones, and radials. Late Portuguese-English bilinguals, as well as Portuguese and English monolinguals, were tested. After hearing a word, participants were asked to choose from a set of images, one that could be labelled as such. Analyses showed that when tested in English, participants performed better when it was the wider language. Participants’ performance was lower on classical categories than on homophone and radial categories.
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Omar, Shalina. "Being Japanese in English: The Social and Functional Role of English Loanwords in Japanese." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/620.

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This thesis investigates native speaker attitudes towards English loanwords in Japanese and the ways in which these loanwords are used. The imperialism and hegemony of English can often cause anger or worry for the preservation of the cultural identity of the borrowing language. However, the results from a 9-page sociolinguistic questionnaire suggest that English loanwords are overwhelmingly seen as useful and necessary and are generally associated with positive attitudes. Additionally, many native Japanese speakers feel that loanwords provide more options for expression, both functionally and as a possible pragmatic tool for performing Japaneseness. On the other hand, overuse of loanwords—especially less common ones—can also exemplify the power imbalance between Japanese and the powerful and hegemonic English. The study also revealed how powerful the Japanese linguistic systems are at assimilating English into the Japanese language. With established and institutionally supported phonological and orthographic conventions in place, foreign-derived vocabulary can easily become nativized, assimilated, and considered to be Japanese in the minds of speakers.
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Tong, Mei Yee. "An analysis of Chinese and English editorials." HKBU Institutional Repository, 2005. http://repository.hkbu.edu.hk/etd_ra/642.

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Joansson, Torour. "English loanwords in Faroese." Thesis, University of Aberdeen, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244993.

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The thesis is an attempt at examining some hundred Faroese words which may be English loanwords considering form, pronunciation, and meaning. In the research efforts have been made to establish approximately when a loanword might have entered Faroese, based upon sound-changes which have taken place in the two languages over the past centuries. Thus the loanwords have been organised into five groups: Early loans, i.e. before 1600, Old loans, 1600-1800, Modern loans, 1800-1940, Recent loans, 1940-1995, and Other loans. All the loanwords have been discussed, also the indirect ones. Some attention has been paid to the historical and social background of Faroe, considered as the external circumstances for the adoption of English loanwords in the language; and it is pointed out that close connections and interaction between English and Faroese speakers must have been of greater importance than formerly assumed. The present research into English loanwords in Faroese seems to support such an assumption. In some cases old English vowels have been retained in Faroese, as for instance [o:] or [u:], or the sounds have changed according to the normal sound-changes taking place in the development from Old Norse to Modern Faroese, i.e. into the diphthongs [u] or [uu] respectively. Such linguistic considerations have been of the utmost importance in establishing when a likely or possible English loanword may have entered Faroese. Practically all English loanwords in Faroese have been naturalised e.g. equipped with an appropriate grammatical form, and they have also been accommodated neatly into the Faroese phonological system. Only the most recent loanwords are unmistakably British or American English. In conclusion the most important sound-changes in the process of borrowing are summarised, and an historical conclusion questions whether Faroe has ever been as isolated as most scholars have taken for granted.
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McCully, Christopher B. "The phonology of English rhythm and metre, with special reference to Old English." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257298.

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Cheung, Mei Ling Lisa. "Merging corpus linguistics and collaborative knowledge construction." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/464/.

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This study relates corpus-driven discourse analysis to the concept of collaborative knowledge construction. It demonstrates that the traditional synchronic perspective of meaning in corpus linguistics needs to be complemented by a diachronic dimension. The fundamental assumption underlying this work is that knowledge is understood not within the traditional epistemological framework but from a radical social epistemological perspective, and that incremental knowledge about an object of the discourse corresponds to continual change of meaning of the lexical item that stands for it. This stance is based on the assumption of the discourse as a self-referential system that uses paraphrase as a key device to construct new knowledge. Knowledge is thus seen as the result of collaboration between the members of a discourse community. The thesis presents, in great detail, case studies of asynchronous computer-mediated communication that allow a comprehensive categorisation of a wide range of paraphrase types. It also investigates overt and covert signs of intertextuality linking a new paraphrase to previous contributions. The study then discusses ways in which these new insights concerning the process of collaborative knowledge construction can have an impact on teaching methodologies.
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Baskaran, Lohanayahi. "Aspects of Malaysian English syntax." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/1317756/.

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The thesis is a description of some of the basic elements in the syntax of meso-lectal Malaysian English (M.E.), that are different from that of Standard British English (S.B.E. or B.E.). What used to be considered as errors or learner's strategies are not necessarily so and a detailed examination of such elements shows that there is a systematic and rigid patterning in the syntax as such. After a description of the general sociolinguistic setting and the emergence of the concept of institutionalized varieties of English, vis-a-vis the non-native varieties, the first chapter briefly sumarises sane phonological as well as lexical features of M.E. The second chapter then discusses sane of the Noun Phrase elements such as the pluralisation of mass nouns (Individuation), article ellipsis and pronominal concord. The third chapter goes into the Verb Phrase features such as temporal distance (Remoteness Distinctions in Tense), the simplified modal system and the use of stative verbs in the progressive (Stativity and Progressivity). Clause structure elements are discussed in Chapter four, where it will be seen that the interrogative clauses (the wh-interrogative, yes-no interrogative and the alternative interrogative) have their differences in terms of word-order (no subject-operator inversion) and different tag elements. Similar to interrogative clausal features is one type of declarative clausal element where for the initially negated and the adverbially fronted declaratives, there is no subject-operator inversion in ME. The last element described in this chapter is copula ellipsis, followed by a summary of someof the other syntactic features in M.E. that need to be further researched on (such as adverbial positioning, ellipsis of the expletives it/there, substitution of such expletives with got and grammatical particles such as lah, man, what and one). The concluding fifth chapter summarises the main points of the core chapters (2,3,4) and also addresses sane of the relevant applied linguistic and socio-linguistic concerns.
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Books on the topic "English Linguistics"

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Michael, Pätzold, ed. Linguistik Deutsch + Englisch = Linguistics German + English. Essen: Die Blaue Eule, 1999.

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Kortmann, Bernd. English Linguistics. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05678-8.

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Bammesberger, Alfred. English linguistics. Heidelberg: C. Winter, 1989.

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Los, Bettelou, Chris Cummins, Lisa Gotthard, Alpo Honkapohja, and Benjamin Molineaux, eds. English Historical Linguistics. Amsterdam: John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/cilt.359.

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Los, Bettelou, Claire Cowie, Patrick Honeybone, and Graeme Trousdale, eds. English Historical Linguistics. Amsterdam: John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/cilt.358.

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Introducing English linguistics. New York, NY: Cambridge University Press, 2009.

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International Conference on English Language Research on Computerized Corpora (20th 1999 Freiburg im Breisgau). Corpus linguistics and linguistic theory. Amsterdam: Rodolpi, 2000.

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Sauer, Hans, and Gaby Waxenberger, eds. English Historical Linguistics 2008. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/cilt.324.

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Hegedűs, Irén, and Alexandra Fodor, eds. English Historical Linguistics 2010. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/cilt.325.

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Fernández, Francisco, Miguel Fuster Márquez, and Juan Jose Calvo, eds. English Historical Linguistics 1992. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/cilt.113.

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Book chapters on the topic "English Linguistics"

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Chilton, Paul. "Text Linguistics." In English Language, 170–85. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_9.

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Chilton, Paul, and Christopher Hart. "Text Linguistics." In English Language, 119–33. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_8.

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Börjars, Kersti, David Denison, Grzegorz Krajewski, and Alan K. Scott. "Expression of possession in English." In Linguistik Aktuell/Linguistics Today, 123–48. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/la.199.05bor.

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Payne, John. "The oblique genitive in English." In Linguistik Aktuell/Linguistics Today, 177–92. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/la.199.07pay.

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Kaltenböck, Gunther. "Spoken parenthetical clauses in English." In Linguistik Aktuell/Linguistics Today, 25–52. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/la.106.05kal.

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Bygate, Martin. "TESOL and Linguistics." In English Language, 642–55. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_39.

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Bygate, Martin. "TESOL and Linguistics." In English Language, 579–92. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_39.

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Clark, Cecily. "Historical linguistics — linguistic archaeology." In Papers from the 5th International Conference on English Historical Linguistics, 55. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/cilt.65.07cla.

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Kortmann, Bernd. "Linguistics: Major concepts and research traditions." In English Linguistics, 1–25. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05678-8_1.

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Kortmann, Bernd. "General reference works." In English Linguistics, 287–89. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05678-8_10.

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Conference papers on the topic "English Linguistics"

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Kou Bingjun. "Linguistics and English teaching." In 2012 4th Electronic System-Integration Technology Conference (ESTC). IEEE, 2012. http://dx.doi.org/10.1109/estc.2012.6485748.

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Molotkina, Yu О., and V. О. Trufanova. "English Song Discourse in Linguistics." In ФІЛОЛОГІЯ ПОЧАТКУ ХХІ СТОРІЧЧЯ: ТРАДИЦІЇ ТА НОВАТОРСТВО. Liha-Pres, 2022. http://dx.doi.org/10.36059/978-966-397-263-3/14.

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E, Cuilian. "Comprehensive English Teaching from the Angle of English Linguistics." In 2016 International Conference on Education, Management and Computer Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemc-16.2016.54.

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Wahyu Nurhayati, Dwi Astuti. "Teaching Components and Types of Syllable using Video towards EFL Students: Implementing an E.S.A. Approach." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0010020301040114.

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Sulistyo, Teguh, Maria Cholifah, and Siane Herawati. "A Class Blog: Cultivating Students’ Writing Accuracy within Collaborative and Competitive Atmospheres." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0010020401150120.

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Bandu, Darwis Jauhari, Ishak Abdulhak, Dinn Wahyudin, and Rusman. "Implementation of the Curriculum of Multiple Intelligence based English for Islamic Studies to Increase Language Competency." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009302600050010.

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Ardi, Havid, Mangatur Rudolf Nababan, Djatmika, and Riyadi Santosa. "The Translation of English Politeness Marker in Giving Invitation into Indonesian: Does It Influence the Illocution?" In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009316500110016.

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Khusniyah, Thoyyibatul, and Rohmani Nur Indah. "Implementing Effective Language Functions to Create EFL Interactive Learning Atmosphere." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009398400170025.

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Bahrani and Gusti Puspita Nirwana. "The Influence of Daily Speaking Rules towards the Students’ Speaking Ability at the Eleventh Grade of Islamic Boarding School." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009425400260032.

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Jufrizal and Lely Refnita. "From V-O-S to S-V-O Language?: A Diachronic Study on Word-order Typology of Minangkabaunese." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009428400330040.

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Reports on the topic "English Linguistics"

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Johnston, Kathryn. Lexical Bundles in Applied Linguistics and Literature Writing: A Comparison of Intermediate English Learners and Professionals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5366.

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Гарлицька, Т. С. Substandard Vocabulary in the System of Urban Communication. Криворізький державний педагогічний університет, 2018. http://dx.doi.org/10.31812/123456789/3912.

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The article is devoted to substandard elements which are considered as one of the components in the system of urban forms of communication. The Object of our research is substandard vocabulary, the Subject is structural characteristics of the modern city language, the Purpose of the study is to define the main types of substandard vocabulary and their role in the system of urban communication. The theoretical base of our research includes the scientific works of native and foreign linguists, which are devoted to urban linguistics (B. Larin, M. Makovskyi, V. Labov, T. Yerofeieva, L. Pederson, R. McDavid, O. Horbach, L. Stavytska, Y. Stepanov, S. Martos). Different lexical and phraseological units, taken from the Ukrainian, Russian and American Dictionaries of slang and jargon, serve as the material of our research. The main components of the city language include literary language, territorial dialects, different intermediate transitional types, which are used in the colloquial everyday communication but do not have territorial limited character, and social dialects. The structural characteristics, proposed in the article, demonstrate the variety and correlation of different subsystems of the city language. Today peripheral elements play the main role in the city communication. They are also called substandard, non-codified, marginal, non-literary elements or the jargon styles of communication. Among substandard elements of the city language the most important are social dialects, which include such subsystems as argot, jargon and slang. The origin, functioning and characteristics of each subsystem are studied on the material of linguistic literature of different countries. It is also ascertained that argot is the oldest form of sociolects, jargon divides into corporative and professional ones, in the structure of slangy words there are common and special slang. Besides, we can speak about sociolectosentrism of the native linguistics and linguemosentrism of the English tradition of slang nomination. Except social dialects, the important structural elements of the city language are also intermediate transitional types, which include koine, colloquialisms, interdialect, surzhyk, pidgin and creole. Surzhyk can be attributed to the same type of language formations as pidgin and creole because these types of oral speech were created mostly by means of the units mixing of the obtruded language of the parent state with the elements of the native languages.
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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2022.

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O’ Brien, Gisela, Magaly Lavadenz, and Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.

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In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.
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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.

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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.
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Shaba, Varteen Hannah. Translating North-Eastern Neo-Aramaic Idioms into English. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/creid.2023.002.

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North-eastern Neo-Aramaic (also known as NENA) languages and literature are a prosperous and encouraging field of research. They abound with oral traditions and expressions that incorporate various spoken forms including everyday language, tales, songs, chants, prayers, proverbs, and more. These are used to transfer culture, knowledge, and community values. Some types of oral forms are idioms and fixed expressions. Idioms are extremely problematic to translate for a number of reasons, including: cultural and linguistic differences between languages; their specific connection to cultural practices and interpretations, and the difficulty of transferring the same meanings and connotations into another language with accuracy. This paper explores how to define and classify idioms, and suggests specific strategies and procedures to translate idioms from the NENA dialect Bartella (a local Aramaic dialect in Nineveh Plain) into English – as proposed by Baker (1992: 63–78). Data collection is based on 15 idioms in Bartella dialect taken from the heritage play Khlola d baretle teqta (Wedding in the old Bartella). The findings revealed that only three strategies are helpful to transfer particular cultural conceptualisations: using an idiom of similar meaning and form; using an idiom of similar meaning but different form, and translation by paraphrasing. Based on the findings, the author provides individuals and institutions with suggestions on how to save endangered languages and dialects, particularly with regard to the religious minorities’ heritage. Key among these recommendations is encouraging researchers and scholars to direct translation projects and activities towards preserving minority languages with their oral heritage and cultural expressions, which are susceptible to extinction.
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OSIYANOVA, O. M., and V. I. SELEZNEVA. AUTHENTIC VIDEOS IN MODERN FOREIGN LANGUAGE EDUCATION: LINGUODIDACTIC ASPECT. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-95-104.

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The article considers the relevance of the authentic videos use in students foreign language education, determines their linguistic and didactic potential in the development of habits and skills in a foreign language speech activity. The subject of the analysis is the selection criteria and the content of work stages with authentic videos in English classes.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.
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