Zain Abdullah
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780195314250
- eISBN:
- 9780199871797
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195314250.003.0004
- Subject:
- Religion, Islam
While the majority of West Africans in the United States are Anglophone with Christian leanings, today’s most recent African immigrants are Francophone or French-speaking and Muslim. Even if they did ...
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While the majority of West Africans in the United States are Anglophone with Christian leanings, today’s most recent African immigrants are Francophone or French-speaking and Muslim. Even if they did study English in their countries of origin, it was the British version, and most have great difficulty adjusting to an American accent, which also includes the Black vernacular. In the Harlem context, their Frenchness can be both a benefit and a hindrance. But while few have the money or time to take English as a second language (ESL) classes, they realize that if they are going to take advantage of the place many have viewed as heaven, they must learn the language. While most are polyglot, they are primarily conversant in local African languages such as Wolof or Djoula, and this chapter covers the linguistic challenges African Muslims face in a city like New York.Less
While the majority of West Africans in the United States are Anglophone with Christian leanings, today’s most recent African immigrants are Francophone or French-speaking and Muslim. Even if they did study English in their countries of origin, it was the British version, and most have great difficulty adjusting to an American accent, which also includes the Black vernacular. In the Harlem context, their Frenchness can be both a benefit and a hindrance. But while few have the money or time to take English as a second language (ESL) classes, they realize that if they are going to take advantage of the place many have viewed as heaven, they must learn the language. While most are polyglot, they are primarily conversant in local African languages such as Wolof or Djoula, and this chapter covers the linguistic challenges African Muslims face in a city like New York.
Steve Hart
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9789888390755
- eISBN:
- 9789888390465
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888390755.001.0001
- Subject:
- Linguistics, English Language
Having analysed the most common English errors made in over 600 academic papers written by Chinese undergraduates, postgraduates, and researchers, Steve Hart has written an essential, practical guide ...
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Having analysed the most common English errors made in over 600 academic papers written by Chinese undergraduates, postgraduates, and researchers, Steve Hart has written an essential, practical guide specifically for the native Chinese speaker on how to write good academic English. English Exposed: Common Mistakes Made by Chinese Speakers is divided into three main sections. The first section examines errors made with verbs, nouns, prepositions, and other grammatical classes of words. The second section focuses on problems of word choice. In addition to helping the reader find the right word, it provides instruction for selecting the right style too. The third section covers a variety of other areas essential for the academic writer, such as using punctuation, adding appropriate references, referring to tables and figures, and selecting among various English date and time phrases. Using English Exposed will allow a writer to produce material where content and ideas—not language mistakes—speak the loudest.Less
Having analysed the most common English errors made in over 600 academic papers written by Chinese undergraduates, postgraduates, and researchers, Steve Hart has written an essential, practical guide specifically for the native Chinese speaker on how to write good academic English. English Exposed: Common Mistakes Made by Chinese Speakers is divided into three main sections. The first section examines errors made with verbs, nouns, prepositions, and other grammatical classes of words. The second section focuses on problems of word choice. In addition to helping the reader find the right word, it provides instruction for selecting the right style too. The third section covers a variety of other areas essential for the academic writer, such as using punctuation, adding appropriate references, referring to tables and figures, and selecting among various English date and time phrases. Using English Exposed will allow a writer to produce material where content and ideas—not language mistakes—speak the loudest.
Ter Ellingson
- Published in print:
- 2001
- Published Online:
- May 2012
- ISBN:
- 9780520222687
- eISBN:
- 9780520925922
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520222687.003.0017
- Subject:
- Anthropology, Social and Cultural Anthropology
This chapter examines Hunt's description of the events of 1858 and the crisis that led to the transformation of the Ethnological Society. The ESL Minutes contain no information on the meeting beyond ...
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This chapter examines Hunt's description of the events of 1858 and the crisis that led to the transformation of the Ethnological Society. The ESL Minutes contain no information on the meeting beyond the postponement of the date; and the official news report of the meeting submitted by the society to the Athenaeum mentions only Sir James Clark's presiding and the election of officers, with no public hint of any crisis. Thus we have only Hunt's testimony suggesting the crisis produced by the disastrously small attendance at the 1858 meeting, and his hint of the crucial role it played in the transformation of the society. Hunt's chronology displays the usual inconsistencies with the contemporary record but is consistent with the political dynamics of the takeover of the society. By early 1860, the racist takeover of the society was awaiting only the elections of 1860 to receive official validation.Less
This chapter examines Hunt's description of the events of 1858 and the crisis that led to the transformation of the Ethnological Society. The ESL Minutes contain no information on the meeting beyond the postponement of the date; and the official news report of the meeting submitted by the society to the Athenaeum mentions only Sir James Clark's presiding and the election of officers, with no public hint of any crisis. Thus we have only Hunt's testimony suggesting the crisis produced by the disastrously small attendance at the 1858 meeting, and his hint of the crucial role it played in the transformation of the society. Hunt's chronology displays the usual inconsistencies with the contemporary record but is consistent with the political dynamics of the takeover of the society. By early 1860, the racist takeover of the society was awaiting only the elections of 1860 to receive official validation.
Matthew Sergi
- Published in print:
- 2017
- Published Online:
- October 2017
- ISBN:
- 9780190611040
- eISBN:
- 9780190611071
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190611040.003.0025
- Subject:
- Linguistics, English Language
This chapter introduces a set of exercises, assignments, lecture topics, and syllabus adjustments that have helped me attune my HEL pedagogy to undergraduates’ increasingly diverse prior experiences ...
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This chapter introduces a set of exercises, assignments, lecture topics, and syllabus adjustments that have helped me attune my HEL pedagogy to undergraduates’ increasingly diverse prior experiences of English. I focus on one diversity-oriented exercise in particular, a “fieldwork” assignment that has formed the keystone of all of my HEL and HEL-based courses, with a detailed description of various iterations of the exercise. Then I provide examples of curricular adjustments—examples drawn, for brevity’s sake, primarily from my units on PDE (rap and standard English) and ME (dialects)—that encourage ESL, EFL, and NSHV students to make use of the inherent advantages and perspectives that they can bring to HEL. Undergirding all these ideas is my conviction that HEL instructors can be most effective when they yield enough authority to allow the varied range of native expertise held by their students to continually augment their perspective on, and mastery of, our radically variegated subject.Less
This chapter introduces a set of exercises, assignments, lecture topics, and syllabus adjustments that have helped me attune my HEL pedagogy to undergraduates’ increasingly diverse prior experiences of English. I focus on one diversity-oriented exercise in particular, a “fieldwork” assignment that has formed the keystone of all of my HEL and HEL-based courses, with a detailed description of various iterations of the exercise. Then I provide examples of curricular adjustments—examples drawn, for brevity’s sake, primarily from my units on PDE (rap and standard English) and ME (dialects)—that encourage ESL, EFL, and NSHV students to make use of the inherent advantages and perspectives that they can bring to HEL. Undergirding all these ideas is my conviction that HEL instructors can be most effective when they yield enough authority to allow the varied range of native expertise held by their students to continually augment their perspective on, and mastery of, our radically variegated subject.
Rob Johnson and Robert Casas
- Published in print:
- 2021
- Published Online:
- September 2021
- ISBN:
- 9781949979954
- eISBN:
- 9781800852129
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781949979954.003.0006
- Subject:
- Literature, 20th-century Literature and Modernism
The authors, who teach in Southwest Texas, discuss their use of Kerouac’s theory of spontaneity, Ginsberg’s concept of the long breath line, and Burroughs’s cut-up method to help students develop ...
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The authors, who teach in Southwest Texas, discuss their use of Kerouac’s theory of spontaneity, Ginsberg’s concept of the long breath line, and Burroughs’s cut-up method to help students develop their writing skills. The first half of the essay outlines their pedagogical methods, and the second half reports on their quantitative study of the efficacy of these techniques, which appear to help ELL develop as writers.Less
The authors, who teach in Southwest Texas, discuss their use of Kerouac’s theory of spontaneity, Ginsberg’s concept of the long breath line, and Burroughs’s cut-up method to help students develop their writing skills. The first half of the essay outlines their pedagogical methods, and the second half reports on their quantitative study of the efficacy of these techniques, which appear to help ELL develop as writers.
