Edwin L. Battistella
- Published in print:
- 2005
- Published Online:
- September 2007
- ISBN:
- 9780195172485
- eISBN:
- 9780199788187
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195172485.003.0005
- Subject:
- Linguistics, English Language
This chapter focuses on American attitudes toward languages other than English, beginning with some history and case studies and moving forward to contemporary issues of English-only and bilingual ...
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This chapter focuses on American attitudes toward languages other than English, beginning with some history and case studies and moving forward to contemporary issues of English-only and bilingual education. In looking at the urge to assimilate other languages, the reasons why some say foreign languages make bad citizens are explored. Topics covered include Native American languages, manualism vs. oralism, restrictions on foreign languages, bilingual education, and the ideology of language assimilation.Less
This chapter focuses on American attitudes toward languages other than English, beginning with some history and case studies and moving forward to contemporary issues of English-only and bilingual education. In looking at the urge to assimilate other languages, the reasons why some say foreign languages make bad citizens are explored. Topics covered include Native American languages, manualism vs. oralism, restrictions on foreign languages, bilingual education, and the ideology of language assimilation.
Victor Ginsburgh and Shlomo Weber
- Published in print:
- 2011
- Published Online:
- October 2017
- ISBN:
- 9780691136899
- eISBN:
- 9781400838905
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691136899.003.0006
- Subject:
- Economics and Finance, History of Economic Thought
This chapter begins with a discussion of the incentives to learn foreign languages, ranging from an expected increase in earnings, to the pleasure it can provide through immersion in a different ...
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This chapter begins with a discussion of the incentives to learn foreign languages, ranging from an expected increase in earnings, to the pleasure it can provide through immersion in a different culture, and having the ability to speak, read, or at least understand the language. Section 1 covers the theoretical models of learning a foreign language. Section 2 gives an example of estimating the resulting demand equations for foreign languages. Section 3 is devoted to the private monetary benefits resulting from the use of the native language of a country to which one migrates to, or the use of foreign languages for those citizens who know the language of their native country. Most econometric results point to relatively large returns on knowing non-native languages in firms that employ these workers.Less
This chapter begins with a discussion of the incentives to learn foreign languages, ranging from an expected increase in earnings, to the pleasure it can provide through immersion in a different culture, and having the ability to speak, read, or at least understand the language. Section 1 covers the theoretical models of learning a foreign language. Section 2 gives an example of estimating the resulting demand equations for foreign languages. Section 3 is devoted to the private monetary benefits resulting from the use of the native language of a country to which one migrates to, or the use of foreign languages for those citizens who know the language of their native country. Most econometric results point to relatively large returns on knowing non-native languages in firms that employ these workers.
Agnes S.L. Lam
- Published in print:
- 2005
- Published Online:
- May 2013
- ISBN:
- 9789622097506
- eISBN:
- 9789888180271
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622097506.001.0001
- Subject:
- Education, Educational Policy and Politics
This book is unprecedented as a comprehensive study of the multilingual circumstances in China. It tracks policy changes in the learning of Chinese, foreign languages and minority ethnic languages in ...
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This book is unprecedented as a comprehensive study of the multilingual circumstances in China. It tracks policy changes in the learning of Chinese, foreign languages and minority ethnic languages in China since the establishment of the People's Republic of China in 1949. On the basis of survey and interview data, the experiences of different age cohorts of learners are presented as ‘windows’ to the realities of language education policy implementation over the last half century. The effects of political changes, language backgrounds and various motivations for learning, at both the national and individual levels, are vividly presented in this composite story of China and learners in China.Less
This book is unprecedented as a comprehensive study of the multilingual circumstances in China. It tracks policy changes in the learning of Chinese, foreign languages and minority ethnic languages in China since the establishment of the People's Republic of China in 1949. On the basis of survey and interview data, the experiences of different age cohorts of learners are presented as ‘windows’ to the realities of language education policy implementation over the last half century. The effects of political changes, language backgrounds and various motivations for learning, at both the national and individual levels, are vividly presented in this composite story of China and learners in China.
Janet Zhiqun Xing
- Published in print:
- 1993
- Published Online:
- September 2011
- ISBN:
- 9789622097629
- eISBN:
- 9789882207479
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622097629.001.0001
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This book provides a research-based account of how to teach and learn Chinese as a foreign language. Specially written for Chinese language teachers, student teachers, ...
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This book provides a research-based account of how to teach and learn Chinese as a foreign language. Specially written for Chinese language teachers, student teachers, and applied linguists, this is the first book written in English that addresses all major aspects involved in teaching and learning Chinese as a foreign language. It identifies five key areas: pronunciation (tones and pinyin), characters and words, sentences, discourse and pragmatic competence, and cultural competence. It covers all the fundamental grammar elements in Chinese, explains their functions in discourse and communication, and explores different strategies for teaching and engaging students in learning the language.Less
This book provides a research-based account of how to teach and learn Chinese as a foreign language. Specially written for Chinese language teachers, student teachers, and applied linguists, this is the first book written in English that addresses all major aspects involved in teaching and learning Chinese as a foreign language. It identifies five key areas: pronunciation (tones and pinyin), characters and words, sentences, discourse and pragmatic competence, and cultural competence. It covers all the fundamental grammar elements in Chinese, explains their functions in discourse and communication, and explores different strategies for teaching and engaging students in learning the language.
Sean Zdenek
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226312644
- eISBN:
- 9780226312811
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226312811.003.0008
- Subject:
- Society and Culture, Media Studies
Manner of speaking refers to the various nuances of speech and pronunciation. Typically, manner boils down to a speaker’s dialect or accent. But manner of speaking also includes any kind of ...
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Manner of speaking refers to the various nuances of speech and pronunciation. Typically, manner boils down to a speaker’s dialect or accent. But manner of speaking also includes any kind of linguistic variation that distinguishes one speaker from another: age, gender, regional differences, pitch, volume, hesitation, intonation, timbre, reverberation, speed, and so on. What happens to these qualities when they are “entextualized” in closed captions? What happens to meaning, and manner of speaking in particular, when they are entextualized in writing and recontextualized as closed captions? This chapter argues that closed captions tend to formalize speech by mimicking, for the sake of accessibility and uptake speed, conventional written English. For the most part, linguistic variations in pronunciation are scrubbed from the written caption file. What’s left of pronunciation or accent will typically be handled (if at all) by a non-speech identifier. If the speaker is drunk and slurring his words, the only clues in the captions will typically come from the manner of speaking identifier that introduces the drunk speech: (drunken slurring). The captioned speech itself, however, will be perfectly “sober,” so to speak – that is, entextualized as standard written English.Less
Manner of speaking refers to the various nuances of speech and pronunciation. Typically, manner boils down to a speaker’s dialect or accent. But manner of speaking also includes any kind of linguistic variation that distinguishes one speaker from another: age, gender, regional differences, pitch, volume, hesitation, intonation, timbre, reverberation, speed, and so on. What happens to these qualities when they are “entextualized” in closed captions? What happens to meaning, and manner of speaking in particular, when they are entextualized in writing and recontextualized as closed captions? This chapter argues that closed captions tend to formalize speech by mimicking, for the sake of accessibility and uptake speed, conventional written English. For the most part, linguistic variations in pronunciation are scrubbed from the written caption file. What’s left of pronunciation or accent will typically be handled (if at all) by a non-speech identifier. If the speaker is drunk and slurring his words, the only clues in the captions will typically come from the manner of speaking identifier that introduces the drunk speech: (drunken slurring). The captioned speech itself, however, will be perfectly “sober,” so to speak – that is, entextualized as standard written English.
Agnes S. L. Lam
- Published in print:
- 2005
- Published Online:
- May 2013
- ISBN:
- 9789622097506
- eISBN:
- 9789888180271
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622097506.003.0003
- Subject:
- Education, Educational Policy and Politics
This chapter presents the changes in foreign language policy in the light of China's relations with the world. Statistics from a survey offer an overall picture of the experience of learning English ...
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This chapter presents the changes in foreign language policy in the light of China's relations with the world. Statistics from a survey offer an overall picture of the experience of learning English from primary school to university in the last few decades. Four case histories of learners, two older and two younger, make these statistics more meaningful in terms of individual experiences of the changes through time. Finally, information provided by heads of programmes of English and other foreign languages give an indication of some of the recent circumstances. From the data provided, it is apparent that English has been the most important foreign language in China since the late 1950s. Russian competence is still available among some of the older teaching staff though the most popular second foreign language among younger foreign language professionals now seems to be Japanese. With China's entry into the World Trade Organization, it is to be expected that a number of European languages may attract more learning fervour from students training to be foreign language professionals at university level. At the school level, it is likely that English will continue to be exclusively important, that is, in addition to the Chinese language.Less
This chapter presents the changes in foreign language policy in the light of China's relations with the world. Statistics from a survey offer an overall picture of the experience of learning English from primary school to university in the last few decades. Four case histories of learners, two older and two younger, make these statistics more meaningful in terms of individual experiences of the changes through time. Finally, information provided by heads of programmes of English and other foreign languages give an indication of some of the recent circumstances. From the data provided, it is apparent that English has been the most important foreign language in China since the late 1950s. Russian competence is still available among some of the older teaching staff though the most popular second foreign language among younger foreign language professionals now seems to be Japanese. With China's entry into the World Trade Organization, it is to be expected that a number of European languages may attract more learning fervour from students training to be foreign language professionals at university level. At the school level, it is likely that English will continue to be exclusively important, that is, in addition to the Chinese language.
Nina Levine
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780823267866
- eISBN:
- 9780823272426
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823267866.003.0004
- Subject:
- Literature, Shakespeare Studies
This chapter explores foreign language study in late-sixteenth-century London together with Edward Haughton’s Englishmen for My Money, the earliest surviving comedy of contemporary London. As recent ...
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This chapter explores foreign language study in late-sixteenth-century London together with Edward Haughton’s Englishmen for My Money, the earliest surviving comedy of contemporary London. As recent criticism attests, foreign languages operate in this play as a means of reinforcing the so-called purity of English together with the city’s exclusionary practices. Complicating this view, this chapter examines language pedagogy within London, and the French language manuals of Claudius Hollyband in particular, to make the case for language as a mode of exchange as well as exclusion. Outlining a performative practice for mediating differences, early modern language study invites new understandings not only of the cross-linguistic impersonations of Haughton’s play but also of the circulations of the play’s own performances within the city’s linguistic economy.Less
This chapter explores foreign language study in late-sixteenth-century London together with Edward Haughton’s Englishmen for My Money, the earliest surviving comedy of contemporary London. As recent criticism attests, foreign languages operate in this play as a means of reinforcing the so-called purity of English together with the city’s exclusionary practices. Complicating this view, this chapter examines language pedagogy within London, and the French language manuals of Claudius Hollyband in particular, to make the case for language as a mode of exchange as well as exclusion. Outlining a performative practice for mediating differences, early modern language study invites new understandings not only of the cross-linguistic impersonations of Haughton’s play but also of the circulations of the play’s own performances within the city’s linguistic economy.
Rasma Lazda-Cazers and Helga Thorson
- Published in print:
- 2008
- Published Online:
- October 2013
- ISBN:
- 9780300116304
- eISBN:
- 9780300144994
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300116304.003.0006
- Subject:
- Sociology, Education
This chapter discusses issues involved in accommodating and teaching students with learning disabilities in the foreign language classroom. Addressed here are four questions that may help faculty to ...
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This chapter discusses issues involved in accommodating and teaching students with learning disabilities in the foreign language classroom. Addressed here are four questions that may help faculty to make decisions about departmental priorities, mission, curricular goals, and teaching methodologies that would address the needs and challenges of today's increasingly diverse student body: Is there a unique foreign language learning disability? In what ways is the teaching of a foreign language to students with disabilities different from teaching other academic disciplines in a student's first language? What is meant by “reasonable accommodations” in terms of teaching foreign languages and cultures to students with learning disabilities? Are there specific teaching methodologies or techniques that facilitate the foreign language learning process of students who have a learning disability?Less
This chapter discusses issues involved in accommodating and teaching students with learning disabilities in the foreign language classroom. Addressed here are four questions that may help faculty to make decisions about departmental priorities, mission, curricular goals, and teaching methodologies that would address the needs and challenges of today's increasingly diverse student body: Is there a unique foreign language learning disability? In what ways is the teaching of a foreign language to students with disabilities different from teaching other academic disciplines in a student's first language? What is meant by “reasonable accommodations” in terms of teaching foreign languages and cultures to students with learning disabilities? Are there specific teaching methodologies or techniques that facilitate the foreign language learning process of students who have a learning disability?
Janet Zhiqun Xing
- Published in print:
- 1993
- Published Online:
- September 2011
- ISBN:
- 9789622097629
- eISBN:
- 9789882207479
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622097629.003.0001
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter discusses the aims of the book, which is designed primarily to aid teachers and students in learning the Chinese language. Included in this ...
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This chapter discusses the aims of the book, which is designed primarily to aid teachers and students in learning the Chinese language. Included in this book are the most recent developments in teaching and learning Mandarin Chinese as a foreign language. The chapter also provides an outline of the approaches and guidelines of Chinese pedagogy and acquisition.Less
This chapter discusses the aims of the book, which is designed primarily to aid teachers and students in learning the Chinese language. Included in this book are the most recent developments in teaching and learning Mandarin Chinese as a foreign language. The chapter also provides an outline of the approaches and guidelines of Chinese pedagogy and acquisition.
Geoffrey Bennington
- Published in print:
- 2010
- Published Online:
- March 2012
- ISBN:
- 9780748639854
- eISBN:
- 9780748652105
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748639854.003.0014
- Subject:
- Literature, Criticism/Theory
This chapter studies what is foreign in language. It first discusses the principle of schibboleth, which is a simple pronunciation that helps separate two different languages. It then studies the law ...
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This chapter studies what is foreign in language. It first discusses the principle of schibboleth, which is a simple pronunciation that helps separate two different languages. It then studies the law of a person's first language and paradoxical liberty, which occurs when a person speaks his refuge-language.Less
This chapter studies what is foreign in language. It first discusses the principle of schibboleth, which is a simple pronunciation that helps separate two different languages. It then studies the law of a person's first language and paradoxical liberty, which occurs when a person speaks his refuge-language.
Janet Zhiqun Xing
- Published in print:
- 1993
- Published Online:
- September 2011
- ISBN:
- 9789622097629
- eISBN:
- 9789882207479
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622097629.003.0003
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter discusses the methodology of teaching and learning or the pedagogical process. The first sections of this chapter discuss the teaching and ...
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This chapter discusses the methodology of teaching and learning or the pedagogical process. The first sections of this chapter discuss the teaching and learning methods employed in and outside China. The latter sections of the chapter are devoted to working models that can be used in teaching and learning Chinese as a foreign language. The chapter concludes with a discussion on the relationship between methodology and accuracy, class size, and program type including suggestions for practising Chinese language.Less
This chapter discusses the methodology of teaching and learning or the pedagogical process. The first sections of this chapter discuss the teaching and learning methods employed in and outside China. The latter sections of the chapter are devoted to working models that can be used in teaching and learning Chinese as a foreign language. The chapter concludes with a discussion on the relationship between methodology and accuracy, class size, and program type including suggestions for practising Chinese language.
Pilar Piñar, Donalda Ammons, and Facundo Montenegro
- Published in print:
- 2008
- Published Online:
- October 2013
- ISBN:
- 9780300116304
- eISBN:
- 9780300144994
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300116304.003.0007
- Subject:
- Sociology, Education
This chapter discusses the methodological advantages of incorporating foreign sign language into the instruction of written foreign languages for Deaf students. The case study is a Spanish reading ...
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This chapter discusses the methodological advantages of incorporating foreign sign language into the instruction of written foreign languages for Deaf students. The case study is a Spanish reading program for beginners, specifically designed for American Deaf students, which combines written Spanish and Costa Rican Sign Language through the use of video and caption technology. The program consists of a video containing ten Costa Rican legends narrated in Costa Rican Sign Language and captioned in Spanish. The videotape is coordinated with a booklet containing written Spanish versions of the same stories that appear on the video. The written stories range from the basic to the basic-intermediate level of Spanish, and they feature many of the key grammatical structures that are typically covered in a first-year Spanish course, such as regular and irregular verbs in the present tense or the preterit and the imperfect.Less
This chapter discusses the methodological advantages of incorporating foreign sign language into the instruction of written foreign languages for Deaf students. The case study is a Spanish reading program for beginners, specifically designed for American Deaf students, which combines written Spanish and Costa Rican Sign Language through the use of video and caption technology. The program consists of a video containing ten Costa Rican legends narrated in Costa Rican Sign Language and captioned in Spanish. The videotape is coordinated with a booklet containing written Spanish versions of the same stories that appear on the video. The written stories range from the basic to the basic-intermediate level of Spanish, and they feature many of the key grammatical structures that are typically covered in a first-year Spanish course, such as regular and irregular verbs in the present tense or the preterit and the imperfect.
Tammy Berberi, Elizabeth C. Hamilton, and Ian Sutherland (eds)
- Published in print:
- 2008
- Published Online:
- October 2013
- ISBN:
- 9780300116304
- eISBN:
- 9780300144994
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300116304.001.0001
- Subject:
- Sociology, Education
Today's foreign language teachers are increasingly expected to be skilled in addressing multiple intelligences and differing learning styles, yet no reliable resources exist that consolidate the best ...
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Today's foreign language teachers are increasingly expected to be skilled in addressing multiple intelligences and differing learning styles, yet no reliable resources exist that consolidate the best of what is known about the broad spectrum of disabilities that are already or soon to be in our classrooms. This book offers critical and practical essays with insights applicable across the language-teaching spectrum. It brings together scholars and teachers from around the world who examine foreign language education from general requirements through advanced literature and film courses to study abroad, showing how to enable the success of students with disabilities at every step of the way. Chapters explore the nature of language itself, the best avenues toward acquiring proficiency, and the lives of disabled people at home and abroad.Less
Today's foreign language teachers are increasingly expected to be skilled in addressing multiple intelligences and differing learning styles, yet no reliable resources exist that consolidate the best of what is known about the broad spectrum of disabilities that are already or soon to be in our classrooms. This book offers critical and practical essays with insights applicable across the language-teaching spectrum. It brings together scholars and teachers from around the world who examine foreign language education from general requirements through advanced literature and film courses to study abroad, showing how to enable the success of students with disabilities at every step of the way. Chapters explore the nature of language itself, the best avenues toward acquiring proficiency, and the lives of disabled people at home and abroad.
Janet Zhiqun Xing
- Published in print:
- 1993
- Published Online:
- September 2011
- ISBN:
- 9789622097629
- eISBN:
- 9789882207479
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622097629.003.0009
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This conclusion focuses on some of the issues relevant to the learning of the Chinese language. These include policies and attitudes toward the Chinese ...
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This conclusion focuses on some of the issues relevant to the learning of the Chinese language. These include policies and attitudes toward the Chinese language both inside and outside China and the interrelationship of teaching and learning. In addition, the conclusion also provides a further discussion of some of the resources for teaching and learning Chinese as well as some suggestions for the future of teaching and learning Chinese as a foreign language.Less
This conclusion focuses on some of the issues relevant to the learning of the Chinese language. These include policies and attitudes toward the Chinese language both inside and outside China and the interrelationship of teaching and learning. In addition, the conclusion also provides a further discussion of some of the resources for teaching and learning Chinese as well as some suggestions for the future of teaching and learning Chinese as a foreign language.
Teresa Cabal Krastel
- Published in print:
- 2008
- Published Online:
- October 2013
- ISBN:
- 9780300116304
- eISBN:
- 9780300144994
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300116304.003.0004
- Subject:
- Sociology, Education
This chapter describes the outcome of a teaching methods program entitled “Technology for the Twenty-first Century,” held at Springfield Technical Community College in Springfield, Massachusetts in ...
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This chapter describes the outcome of a teaching methods program entitled “Technology for the Twenty-first Century,” held at Springfield Technical Community College in Springfield, Massachusetts in 2002. During the course, participants—foreign language teachers—used journals to reflect upon and transform their teaching to better meet the needs of diverse learners in their classes. Participants explored various activities that aim to accommodate the diverse needs of students in an inclusive foreign language classroom and are also especially effective for students with learning disabilities. In general, a learning disability is defined as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.” .Less
This chapter describes the outcome of a teaching methods program entitled “Technology for the Twenty-first Century,” held at Springfield Technical Community College in Springfield, Massachusetts in 2002. During the course, participants—foreign language teachers—used journals to reflect upon and transform their teaching to better meet the needs of diverse learners in their classes. Participants explored various activities that aim to accommodate the diverse needs of students in an inclusive foreign language classroom and are also especially effective for students with learning disabilities. In general, a learning disability is defined as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.” .
Brenda Jo Brueggemann
- Published in print:
- 2008
- Published Online:
- October 2013
- ISBN:
- 9780300116304
- eISBN:
- 9780300144994
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300116304.003.0005
- Subject:
- Sociology, Education
This chapter argues that it is time to move on and away from the defensive outsider and approval-seeking positions that ASL has typically occupied in the academy, especially in relation to other ...
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This chapter argues that it is time to move on and away from the defensive outsider and approval-seeking positions that ASL has typically occupied in the academy, especially in relation to other foreign/modern languages. It is time to move discussions, perspectives, and placements of ASL into a position of potential, promise, and linguistic-cultural power. In the spirit of that move, the author grounds all the points made in this chapter by invoking ASL as the little language that could: the little language that could, in fact, turn out to be anything but little for those students who get the chance to learn it during their college years; the little language that could make people think hard about what language is and can do, challenging and yet also affirming their ideas and beliefs about languages and culture; and the little language that could rumble and steam right through the established stations of language and literature programs in the academy, potentially overtaking some of the bigger trains.Less
This chapter argues that it is time to move on and away from the defensive outsider and approval-seeking positions that ASL has typically occupied in the academy, especially in relation to other foreign/modern languages. It is time to move discussions, perspectives, and placements of ASL into a position of potential, promise, and linguistic-cultural power. In the spirit of that move, the author grounds all the points made in this chapter by invoking ASL as the little language that could: the little language that could, in fact, turn out to be anything but little for those students who get the chance to learn it during their college years; the little language that could make people think hard about what language is and can do, challenging and yet also affirming their ideas and beliefs about languages and culture; and the little language that could rumble and steam right through the established stations of language and literature programs in the academy, potentially overtaking some of the bigger trains.
W. Underhill James
- Published in print:
- 2009
- Published Online:
- September 2012
- ISBN:
- 9780748638420
- eISBN:
- 9780748671809
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748638420.003.0012
- Subject:
- Linguistics, Theoretical Linguistics
This chapter develops the idea that discerning and defining the character of the language is the ultimate goal of Humboldt's research. All comparative studies had to be based upon comparing their ...
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This chapter develops the idea that discerning and defining the character of the language is the ultimate goal of Humboldt's research. All comparative studies had to be based upon comparing their characters. The thrust of this ethnolinguistic adventure still proves inviting and fruitful. But the author demonstrates that this aspect also turns out to be the weak point in Humboldt's project. The great linguist manages to achieve a profound insight into the grammatical working of multiple languages, and he understands the importance and the specific nature of the way many foreign authors are using and transforming the character of their languages. Nevertheless, the author shows that Humboldt does fall into clichés, in attributing to the language the qualities of individual authors.Less
This chapter develops the idea that discerning and defining the character of the language is the ultimate goal of Humboldt's research. All comparative studies had to be based upon comparing their characters. The thrust of this ethnolinguistic adventure still proves inviting and fruitful. But the author demonstrates that this aspect also turns out to be the weak point in Humboldt's project. The great linguist manages to achieve a profound insight into the grammatical working of multiple languages, and he understands the importance and the specific nature of the way many foreign authors are using and transforming the character of their languages. Nevertheless, the author shows that Humboldt does fall into clichés, in attributing to the language the qualities of individual authors.
Katherine K. Preston
- Published in print:
- 2017
- Published Online:
- November 2017
- ISBN:
- 9780199371655
- eISBN:
- 9780199371679
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199371655.003.0004
- Subject:
- Music, History, Western, Opera
This chapter commences with the Panic of 1873 and its profound impact on operatic production in 1870s America. The failure of Italian- and German-language troupes facilitated the triumph of grand ...
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This chapter commences with the Panic of 1873 and its profound impact on operatic production in 1870s America. The failure of Italian- and German-language troupes facilitated the triumph of grand opera in the vernacular—especially the company of Louise Kellogg, which enjoyed extraordinary success during the worst years of the Long Deprecession. Comic opera (including operetta, light opera, and opera bouffe) was important during the period, as were the activities of several pivotal performer/managers (Emily Soldene, Sallie Holman, Alice Oates). Italian- and German-language activity during the late 1870s–1880s and the generally unsettled operatic times of the mid-1880s are covered. During this period German-language opera and its associated principle of cultural uplift first challenged and ultimately replaced Italian-language opera (temporarily) in the American foreign-language market. The chapter ends with the explosion of vernacular-opera activity in the 1880s and the enthusiasm of Americans for all types of opera performed in English.Less
This chapter commences with the Panic of 1873 and its profound impact on operatic production in 1870s America. The failure of Italian- and German-language troupes facilitated the triumph of grand opera in the vernacular—especially the company of Louise Kellogg, which enjoyed extraordinary success during the worst years of the Long Deprecession. Comic opera (including operetta, light opera, and opera bouffe) was important during the period, as were the activities of several pivotal performer/managers (Emily Soldene, Sallie Holman, Alice Oates). Italian- and German-language activity during the late 1870s–1880s and the generally unsettled operatic times of the mid-1880s are covered. During this period German-language opera and its associated principle of cultural uplift first challenged and ultimately replaced Italian-language opera (temporarily) in the American foreign-language market. The chapter ends with the explosion of vernacular-opera activity in the 1880s and the enthusiasm of Americans for all types of opera performed in English.
Edith Esch
- Published in print:
- 2009
- Published Online:
- September 2011
- ISBN:
- 9789622099234
- eISBN:
- 9789882207165
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099234.003.0003
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter shows how the notion of autonomy has spread into language pedagogy in the past 10 years and how this mainstreaming has been accompanied by conceptual distortions and discursive ...
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This chapter shows how the notion of autonomy has spread into language pedagogy in the past 10 years and how this mainstreaming has been accompanied by conceptual distortions and discursive dissonances. Such dissonances can be located in the contradictions between the discourses of individual personal autonomy and of critical socially situated autonomy. It argues that people are at a crossroads and that if they take the notion of social learning seriously, opting for the road of individual personal autonomy is not sufficient. They need to take a whole-community approach to autonomy and reassert the critical dimension originally associated with autonomy and foreign language learning.Less
This chapter shows how the notion of autonomy has spread into language pedagogy in the past 10 years and how this mainstreaming has been accompanied by conceptual distortions and discursive dissonances. Such dissonances can be located in the contradictions between the discourses of individual personal autonomy and of critical socially situated autonomy. It argues that people are at a crossroads and that if they take the notion of social learning seriously, opting for the road of individual personal autonomy is not sufficient. They need to take a whole-community approach to autonomy and reassert the critical dimension originally associated with autonomy and foreign language learning.
Angel M. Y. Lin and Evelyn Y. F. Man
- Published in print:
- 2009
- Published Online:
- May 2013
- ISBN:
- 9789622099586
- eISBN:
- 9789888180233
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099586.003.0002
- Subject:
- Education, Secondary Education
This chapter presents an overview of the theoretical and empirical literature of bilingual education which is relevant to an understanding of how a second or foreign language (L2) can be used as a ...
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This chapter presents an overview of the theoretical and empirical literature of bilingual education which is relevant to an understanding of how a second or foreign language (L2) can be used as a medium of instruction in schools for the dual goal of achieving bilingualism/biliteracy and cognitive/academic learning. Major theories, principles, concepts and programme options/models in bilingual education are delineated. The factors and conditions promoting or inhibiting success in bilingual education are critically reviewed. Their implications for Hong Kong and other Southeast Asian contexts are discussed.Less
This chapter presents an overview of the theoretical and empirical literature of bilingual education which is relevant to an understanding of how a second or foreign language (L2) can be used as a medium of instruction in schools for the dual goal of achieving bilingualism/biliteracy and cognitive/academic learning. Major theories, principles, concepts and programme options/models in bilingual education are delineated. The factors and conditions promoting or inhibiting success in bilingual education are critically reviewed. Their implications for Hong Kong and other Southeast Asian contexts are discussed.
